Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory

Abstract

Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension.

Developing and Validating Tests of Reading and Listening Comprehension for Fifth and Sixth Grade Students in Portugal

“…Finally, medium-to-large correlation coefficients were found between the TRC-n and TLC-n forms and the teachers' ratings regarding students' performance in oral reading fluency, listening, and reading comprehension, and high correlations were found with academic achievement indicators. Prior studies reported correlations of similar magnitude between these variables Shapiro, 2003, 2009;Gilmore and Vance, 2007;Viana et al, 2015;Santos et al, 2016a). These results suggest that the scores in the developed test forms are a fair representation of actual school achievement of the students.…”

“…Finally, previous studies have also found medium-to-large correlation coefficients between teachers' ratings of students' reading skills and students' performance on standardized tests that assess reading and listening comprehension from kindergarten to the fifth grade Shapiro, 2003, 2009;Gilmore and Vance, 2007;Viana et al, 2015;Santos et al, 2016a).…”

Validity Evidence of the Reading Screening Test for Portuguese First Graders

“…The TRL allows a fast identification of at risk children who may need pedagogical adaptations and/or other intervention measures. This test enables an early intervention; in other words, this test enables not to jeopardize the future knowledge acquisition and school trajectory (Viana, 2009;Santos et al, 2017;Zuilkowski et al, 2019). Further research to gather evidence based on consequences of early testing may be useful to inform and motivate educators to adopt reading acquisition screening tools.…”

“…Thus, it is important to identify and to intervene in reading acquisition difficulties as early as possible, for which diagnostic and intervention tools are necessary (Poulsen et al, 2017). Assessment is a fundamental step in the teaching process as it allows obtaining information that supports pedagogical decisions that will contribute to help students developing their skills (Viana, 2009;Santos et al, 2017;Zuilkowski et al, 2019). When referring to reading acquisition, early assessment is a necessary condition for early detection of difficulties with a consequent decision on intervention (Lyytinen, 2008;Hall and Burns, 2018).…”

Compreensão de texto argumentativo em crianças

“…Outras investigações comparam a compreensão leitora em textos narrativos e expositivos (e.g., BARETA et al, 2009;BAŞTUĞ, 2014;CADIME et al, 2017;CAPELLINI, 2015;ÇAKIR, 2008;MCNAMARA, OZURU;FLOYD, 2011;WOLFE, 2005). Baştuğ (2014), por exemplo, comparou, por meio do teste de Cloze, as habilidades de compreensão de leitura em alunos de 4º e 5º anos, observando que os participantes tinham um melhor desempenho no texto narrativo que no expositivo.…”