Measuring Absolute Amounts of Reading Comprehension Using the Rauding Rescaling Procedure

Abstract

A procedure is described for rescaling objective measures of comprehension so that they reflect amounts of accuracy of comprehension on an absolute scale. The procedure is based upon rauding theory, a theory that interrelates reading ability, passage difficulty, reading time, and passage comprehension. The validity of the rescaling procedure is dependent upon one primary assumption-that the relationship between the objective measure of comprehension and the theoretical construct, accuracy of comprehension, is linear. The rescaling procedure was evaluated and illustrated by application to previously collected data. Four different measures of passage comprehension administered subsequent to reading yielded drastically different "percent comprehension" scores-the average of all the errors among the measures at each rate was 15%. However, when the four measures were rescaled, all four provided accuracy of comprehension scores which were more similar-the corresponding average of all these errors was only 6%. There appears to be adequate empirical evidence supporting the validity of the rauding rescaling procedure. It represents a method for measuring reading comprehension on a ratio scale with absolute units rather than the relative units now being used. 29

Three Factors in L2 Reading Ability: Using Rauding Theory to Reanalyze a Study by Nassaji and Geva

“…To give further background, the theory and data supporting rauding theory and three factors advanced by rauding theory will be reviewed first, and the theory and data advanced by Nassaji and Geva will be reviewed second. Carver (1977Carver ( , 1982Carver ( , 1983Carver ( , 1984Carver ( , 1985aCarver ( , 1985bCarver ( , 1987aCarver ( , 1987bCarver ( , 1987cCarver ( , 1990aCarver ( , 1990bCarver ( , 1992aCarver ( , 1992bCarver ( , 1992cCarver ( , 1992dCarver ( , 1993Carver ( , 1997Carver ( , 2000 presented a theory of reading, called rauding theory, in which there are five basic reading processes: scanning, skimming, rauding, learning, and memorizing. Typical reading, hereon called rauding, is typified by (a) a constancy of rate across levels of difficulty, hereon called the rauding rate, (b) optimal efficiency at this rate (which is by definition a function of an individual's best accuracy at their rauding rate), and (c) an efficiency factor with two subfactors, called accuracy and rate.…”

Αναγνωστικές Δυσκολίες

“…Η ορθότητα της κατανόησης προάγει μια μέτρηση του ποσού της πληροφορίας που κερδίσαμε από την ανάγνωση ενός κειμένου. Η κατανόηση του κειμένου αν αποδοθεί με νούμερο θα ισούται με τον αριθμό των σκέψεων που κατανοήθηκαν προς τον αριθμό των σκέψεων του κειμένου (Carver, 1985).…”