The Differential Importance of Component Skills on Reading Comprehension Test Performance among Struggling Adolescent Readers
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| Title: | The Differential Importance of Component Skills on Reading Comprehension Test Performance among Struggling Adolescent Readers |
|---|---|
| Language: | English |
| Authors: | Clemens, Nathan H. (ORCID |
| Source: | Journal of Learning Disabilities. May-Jun 2021 54(3):155-169. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305F100013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Reading Comprehension, Reading Tests, Standardized Tests, Reading Difficulties, Performance Factors, Middle School Students, Early Adolescents, Reading Fluency, Vocabulary, Listening Comprehension, Short Term Memory, Oral Reading, Reading Rate, Individual Differences |
| Assessment and Survey Identifiers: | Gates MacGinitie Reading Tests, Gray Oral Reading Test |
| DOI: | 10.1177/0022219420932139 |
| ISSN: | 0022-2194 1538-4780 |
| Abstract: | Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: "The Gates-MacGinitie Reading Test," 4th edition (GMRT), "Group Reading Assessment and Diagnostic Evaluation, Gray Oral Reading Test," 5th edition (GORT-5), and the "Test of Silent Reading Efficiency and Comprehension" (TOSREC). Students' word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC). Listening comprehension was most important on the GORT-5, a test in which students read passages orally and listen to questions read by an examiner. Working memory was the least important component skill across the reading comprehension tests. Overall, results were consistent with previous work indicating that reading comprehension measures vary with regard to the skills or knowledge sources that are most important for test performance and extend these findings to struggling adolescent readers. Implications for research and practice are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| Accession Number: | EJ1293823 |
| Database: | ERIC |
| Abstract: | Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: "The Gates-MacGinitie Reading Test," 4th edition (GMRT), "Group Reading Assessment and Diagnostic Evaluation, Gray Oral Reading Test," 5th edition (GORT-5), and the "Test of Silent Reading Efficiency and Comprehension" (TOSREC). Students' word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC). Listening comprehension was most important on the GORT-5, a test in which students read passages orally and listen to questions read by an examiner. Working memory was the least important component skill across the reading comprehension tests. Overall, results were consistent with previous work indicating that reading comprehension measures vary with regard to the skills or knowledge sources that are most important for test performance and extend these findings to struggling adolescent readers. Implications for research and practice are discussed. |
|---|---|
| ISSN: | 0022-2194 1538-4780 |
| DOI: | 10.1177/0022219420932139 |
