Windows on comprehension: Reading comprehension processes as revealed by two think-aloud procedures.

Crain-Thoreson, Catherine; Lippman, Marcia Z.; McClendon-Magnuson, Deborah

doi:10.1037/0022-0663.89.4.579

Cited by 86 publications

(49 citation statements)

References 26 publications

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“…Studies that have examined reading comprehension using protocol analysis are also rich in the literature (e.g., Cohen, 1984Cohen, , 2007Crain-Thoreson et al, 1997;Nevo, 1989;Phakiti, 2003;Sasaki, 2000;Storey, 1997;Wijgh, 1996). Crain-Thoreson et al addressed methodological questions about the use of think-aloud report procedures and the roles of prior knowledge and strategy use in reading comprehension.…”

Section: Test Validation and Student Accountsmentioning

confidence: 99%

“…Such investigations are intertwined with other aspects of test validation. For example, some studies have focused more on students' processing of a certain type of test (Crain-Thoreson, Lippman, & McClendon-Magnuson, 1997;Ericsson & Simon, 1987;Farr, Pritchard, & Smitten, 1990;Sasaki, 2000;Sepassi, 2003;Storey, 1997), and others focused more on strategies involved in solving language problems (Cohen, 1997;Garner, 1988;Kuusela & Paul, 2000;Wijgh, 1996).…”

Section: Test Validation and Student Accountsmentioning

confidence: 99%

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Student Accounts of the Ontario Secondary School Literacy Test: A Case for Validation

Cheng¹,

Fox²,

Zheng³

2007

The Canadian Modern Language Review

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The Ontario Secondary School Literacy Test (OSSLT) is a cross-curricular literacy test issued to all secondary school students in the province of Ontario. The test consists of a reading and a writing component, both of which must be successfully completed for secondary school graduation in Ontario. This study elicited 16 first language and second language student accounts of their OSSLT test-taking processes immediately after the March 2006 test administration. The analysis of these students' accounts provided valuable information about the validity of the inferences drawn from the Ontario Secondary School Literacy Test. These accounts suggest the complexity of the processes that the students engaged as they attempted to demonstrate their reading and writing skills on the test. The study has implications for test developers and test users regarding the interpretation of student test performance on the Ontario Secondary School Literacy Test.Keywords: validation; student accounts; large-scale testing; reading and writing; second language students Résumé : Le Test provincial de compétences linguistiques (TPCL) est un test de littératie transdisciplinaire soumis à tous les élèves des écoles secondaires de l'Ontario. Le TPCL comporte une épreuve de lecture et une épreuve d'écriture qui doivent être réussies pour obtenir le diplô me d'étude secondaire de l'Ontario. L'étude a permis de recueillir des comptes rendus auprès de 16 élèves de langue maternelle (L1) et de langue seconde (L2) sur les processus utilisés pendant le test, immédiatement après la passation de mars 2006. L'analyse de ces comptes rendus a fourni une information utile quant à la validité des inférences à partir du TPCL. Les comptes rendus traduisent la complexité des processus mis en oeuvre alors que les élèves tentent de démontrer leurs habiletés en lecture et en écriture à travers le test. L'étude a des implications pour ceux qui développent le test et les utilisateurs du test en ce qui a trait à l'interprétation de la performance des élèves au TPCL.

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Section: Test Validation and Student Accountsmentioning

confidence: 99%

Section: Test Validation and Student Accountsmentioning

confidence: 99%

Student Accounts of the Ontario Secondary School Literacy Test: A Case for Validation

Cheng¹,

Fox²,

Zheng³

2007

The Canadian Modern Language Review

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“…First, a coding framework was developed in consultation with previous literature 105 and the research team ( Table 4). We then performed a content analysis, with utterances allocated to at least one theme.…”

Section: Discussionmentioning

confidence: 99%

“…A marked protocol was used in this study as this approach has previously been shown to elicit more instances of confusion and miscomprehension, which were primary aims of the study. 105 Participants were asked to complete a brief sociodemographic questionnaire (see Appendix 11) on arrival followed by the structured interview. In line with best practice for reporting think-aloud studies, 103 the statement below was read to participants prior to beginning:…”

Section: The Think-aloud Methodsmentioning

confidence: 99%

Testing innovative strategies to reduce the social gradient in the uptake of bowel cancer screening: a programme of four qualitatively enhanced randomised controlled trials

Raine

Atkin

Wagner

et al. 2017

Programme Grants Appl Res

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Objective: To reduce socioeconomic inequalities in uptake of the NHS BCSP ’ s guaiac faecal occult blood test (gFOBt) without compromising uptake in any socioeconomic group. Design: Workstream 1 explored psychosocial determinants of non-uptake of gFOBt in focus groups and interviews. Workstream 2 developed and tested four theoretically based interventions: (1) ‘ gist ’ information, (2) a ‘ narrative ’ leaflet, (3) ‘ general practice endorsement ’ (GPE) and (4) an ‘ enhanced reminder ’ (ER). Workstream 3 comprised four national cluster randomised controlled trials (RCTs) of the cost-effectiveness of each intervention. Methods: Interventions were co-designed with user panels, user tested using interviews and focus groups, and piloted with postal questionnaires. RCTs compared ‘ usual care ’ (existing NHS BCSP invitations) with usual care plus each intervention. The four trials tested: (1) ‘ gist ’ leaflet ( n = 163,525), (2) ‘ narrative ’ leaflet ( n = 150,417), (3) GPE on the invitation letter ( n = 265,434) and (4) ER ( n = 168,480). Randomisation was based on day of mailing of the screening invitation. The Index of Multiple Deprivation (IMD) score associated with each individual ’ s home address was used as the marker of socioeconomic circumstances (SECs). Change in the socioeconomic gradient in uptake (interaction between treatment group and IMD quintile) was the primary outcome. Screening uptake was defined as the return of a gFOBt kit within 18 weeks of the invitation that led to a ‘ definitive ’ test result of either ‘ normal ’ (i.e. no further investigation required) or ‘ abnormal ’ (i.e. requiring referral for further testing). Difference in overall uptake was the secondary outcome. Results: The gist and narrative trials showed no effect on the SECs gradient or overall uptake (57.6% and 56.7%, respectively, compared with 57.3% and 58.5%, respectively, for usual care; all p -values > 0.05). GPE showed no effect on the gradient ( p = 0.5) but increased overall uptake [58.2% vs. 57.5% in usual care, odds ratio (OR) = 1.07, 95% confidence interval (CI) 1.04 to 1.10; p < 0.0001]. ER showed a significant interaction with SECs ( p = 0.005), with a stronger effect in the most deprived IMD quintile (14.1% vs. 13.3% in usual care, OR = 1.11, 95% CI 1.04 to 1.20; p = 0.003) than the least deprived (34.7% vs. 34.9% in usual care OR = 1.00, 95% CI 0.94 to 1.06; p = 0.98), and higher overall uptake (25.8% vs. 25.1% in usual care, OR = 1.07, 95% CI 1.03 to 1.11; p = 0.001). All interventions were inexpensive to provide. Limitations: In line with NHS policy, the gist and narrative leaflets supplemented rather than replaced existing NHS BCSP information. This may have undermined their effect. Conclusions: Enhanced reminder reduced the gradient and modestly increased overall uptake, whereas GPE increased overall uptake but did not reduce the gradient. Therefore, given their effectiveness and very low cost, the findings suggest that implementation of both by the NHS BCSP would be beneficial. The gist and narrative results hig...

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“…While not every student will engage in talk when reading aloud, Becky did and her selfverbalizations demonstrated many strengths and understandings that would not be ascertained by common reading assessments, such as a miscue analysis or running record, neither of which employ techniques for assessing self-verbalizing talk that accompanies oral readings. As Crain- Thoreson, Lippman, and McClendon-Magnuson (1997) and Kucan and Beck (1997) note, talk can provide a valuable source of information about reading processes that other assessments cannot provide. In fact, the talk that emerged out of the reading events engaged all of the participants because it served as a tool for the process of thinking-intrapersonally and interpersonally-and the joint exploration of knowledge (Mercer, 2000;Vygotsky, 1986).…”

Section: Concluding Thoughtsmentioning

confidence: 99%

The Content and Purposes of Talk that Accompanies Oral Reading Events:Insights from a Mother-Daughter Case Study

Kabuto

2012

L & L

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This article investigates the substance and possible purposes of talk that accompanies oral reading events within a mother-daughter case study. The findings presented in this paper are from a case study that was part of a larger Family Retrospective Miscue Analysis study that assisted parents in becoming strategic partners who build on the strengths of their children when reading with them. This article presents the functions of talk that accompany oral readings, the insights gained about reading as a meaning-construction process, and how parents can benefit from listening to their children's talk during oral reading sessions. The above vignette was part of a reading interview conducted with Becky, a 9-year-old struggling reader who, along with her mother Nancy, participated in a research study that sought to investigate the family dynamics between struggling readers and their parents and to explore how their parents worked with these readers in the home setting.This article seeks to explore the nature of the talk that spontaneously evolved out of Becky's oral reading during 10 family reading sessions with Becky and her mother Nancy. Talk, as seen in this article, is viewed as a window into Becky's thinking when she is reading and as a social means for knowledge construction. This article addresses the following questions that evolved out of the case study:  What functions does talk serve for Becky as she is orally reading?  What insights can other participants gain by studying how Becky problemsolves with texts when listening to her self-verbalizing talk?

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Windows on comprehension: Reading comprehension processes as revealed by two think-aloud procedures.

Cited by 86 publications

References 26 publications

Student Accounts of the Ontario Secondary School Literacy Test: A Case for Validation

Student Accounts of the Ontario Secondary School Literacy Test: A Case for Validation

Testing innovative strategies to reduce the social gradient in the uptake of bowel cancer screening: a programme of four qualitatively enhanced randomised controlled trials

The Content and Purposes of Talk that Accompanies Oral Reading Events:Insights from a Mother-Daughter Case Study

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