Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis

Clinton, Virginia; Taylor, Terrill O.; Carlson, Sarah E.; Davison, Mark L.; Seipel, Ben

doi:10.1080/10790195.2022.2062626

Cited by 9 publications

(2 citation statements)

References 58 publications

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“…The results of this exploratory study showed that reading comprehension measures contributed to predict, albeit modestly, first-term grades beyond standardized test scores and high-school grades. This finding is consistent with international evidence of a small association between performance on reading comprehension assessments and college grades ( Clinton-Lisell et al, 2022 ). The least predictive of the mandatory selection instruments was PSU-M.…”

Section: Discussionsupporting

confidence: 91%

Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Orellana,

Silva,

Iglesias

2024

Front. Psychol.

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IntroductionReading comprehension is considered a key ability for students in teacher education programs.MethodsData from 72 students enrolled in a Chilean school of education was used to estimate the contribution of reading proficiency in first-semester academic performance using regression analysis.ResultsReading comprehension made a significant, albeit modest contribution to predict students’ academic performance, after controlling for their scores in the standardized national admission tests and high-school grades. The students’ average reading level was below the level of text complexity required in their first term and, although by their senior year they had made significant progress in reading comprehension, their reading level continued to be lower than text demands.DiscussionA qualitative exploration of students’ reading behaviors and attitudes revealed they devoted few hours per week to reading class material and even less time to reading for leisure. Faculty were cognizant of the reading deficits of their students but had few suggestions as to how to address. Future studies in higher education should confirm whether the misfit between reading proficiency and reading demands observed in this school of education is the exception or the rule.

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Section: Discussionsupporting

confidence: 91%

Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Orellana,

Silva,

Iglesias

2024

Front. Psychol.

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“…Greater performance in university-level reading comprehension has largely been associated with greater academic achievement (Kosimov, 2022). Effective reading comprehension, especially in ESL contexts, is seen as an essential study skill in today's age of hyper-information and globalization (Moyon et al, 2017;Clinton-Lisell et al, 2022). In ESL contexts with English as the sole medium of university instruction, such as Pakistan (Irfan, 2019), proficiency in English reading comprehension is a tool to engage in academic activities as well as a doorway to better future opportunities for undergraduates.…”

Section: Hots-based Reading Comprehensionmentioning

confidence: 99%

Modeling higher order thinking skills and metacognitive awareness in English reading comprehension among university learners

Aziz

Rawian²

2022

Front. Educ.

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This study aimed to examine the levels of Pakistani university learners' higher order thinking skills (HOTS) in English reading comprehension and to explore how explicit assessments of HOTS can reveal learners' strengths and weaknesses in reading as compared to the traditional assessment of reading. Secondly, the study analyzed the effect of learners' metacognitive awareness on reading on the relationship between their HOTS levels and reading performance. It used a mixed-method approach. In the quantitative phase, an explicit HOTS-based reading test was designed using Bloom's taxonomy. Using random stratified sampling, it was administered to the learners of Bachelor of Science in English (n = 200). Stratified sampling was performed for investigating the gender gap in HOTS levels. The learners' metacognitive awareness of reading was analyzed using Survey of Reading Strategies. Descriptive analysis, independent sample t-test, correlation analysis, and moderator analysis were conducted. It was found that the learners' HOTS levels correlated with their reading performance where creative skill was the strongest, and evaluating skill was the weakest. Metacognitive awareness of reading positively moderated the relationship between the learners' HOTS levels and reading performance. In the qualitative phase, purposive stratified sampling was applied. A subsample (n = 6) was extracted from the core sample based on the high, average, and low reading performance, and three groups were formed. A semi-structured interview was conducted to know learners' opinions on using HOTS-based assessment in reading and their cognitive and metacognitive abilities. The thematic analysis of the qualitative data revealed that three out of six learners did not approve of the way they were assessed by the university. They informed that they had issues with cognitive and metacognitive control of English texts. The findings revealed that the majority of learners suffered low HOTS levels in English reading. The study offers recommendations for English as a second language (ESL) teachers, assessors, and policymakers to improve learner performance to the possible optimal level, especially in underdeveloped contexts that use traditional reading assessments.

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Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences

Bråten,

Haverkamp,

Anmarkrud

2024

Read Writ

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The deep cloze test was developed by Jensen and Elbro (Read Writ Interdiscip J 35(5):1221–1237, 2022. https://doi.org/10.1007/s11145-021-10230-w) to assess reading comprehension at the level of global situational understanding. In two independent studies, we examined potential contributors to students’ scores on the deep cloze reading comprehension test, as well as the predictability of students’ scores on this measure for their course achievement and integrated text understanding measured with an open-ended written comprehension assessment. Results showed that students’ language background, word recognition skills, and working memory resources explained unique portions of the variance in students’ scores on the deep cloze reading comprehension test. Further, scores on this test were positively correlated with students’ course achievement and uniquely predicted their integrated text understanding when language background, working memory, and prior topic knowledge were controlled for. Taken together, our findings support an interpretation of the deep cloze reading comprehension test as an effective and efficient measure of situation level understanding that draws on language skills, word level processes, and working memory resources and also can be used to predict students’ performance on important criterial tasks requiring deeper level understanding.

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Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis

Cited by 9 publications

References 58 publications

Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Modeling higher order thinking skills and metacognitive awareness in English reading comprehension among university learners

Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences

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