Development of a new reading comprehension assessment: Identifying comprehension differences among readers

Sarah E. Carlson, Ben Seipel, Kristen McMaster

Research output: Contribution to journalArticlepeer-review

24 Scopus citations

Abstract

The purpose of this study was to evaluate the Multiple-choice Online Cloze Comprehension Assessment (MOCCA), designed to identify individual differences in reading comprehension. Data were collected with two sets of 3rd through 5th grade students during two years: 92 students participated in Year 1 and 98 students participated in Year 2 to address primary research questions, and an additional 94 (N= 192) students participated in Year 2 to address the limitation of test administration time. Participants were group administered the MOCCA and a standardized reading proficiency assessment, and individually administered other reading measures. Preliminary analyses indicated that the MOCCA produced reliable and valid scores as a new reading comprehension assessment for identifying types of comprehension processes used during reading, as well as for identifying individual differences in the types of comprehension processes used during reading. Findings are discussed in terms of developing a new measure to identify cognitive reading comprehension processes used during reading. Future research is needed to provide additional support for the technical adequacy of the assessment.

Original languageEnglish (US)
Pages (from-to)40-53
Number of pages14
JournalLearning and Individual Differences
Volume32
DOIs
StatePublished - May 2014

Bibliographical note

Funding Information:
This research was supported by Grant # R305C050059 from the Institute of Education Sciences (IES), U.S. Department of Education, to the University of Minnesota and through the Interdisciplinary Education Sciences Predoctoral Training Program, “Minnesota Interdisciplinary Training in Education Sciences (MITER)” for data collection and resources, as well as by Grant # R305b110012 from the IES , U.S. Department of Education, to the Center on Teaching and Learning at the University of Oregon, through a Postdoctoral Fellowship for writing resources. The opinions expressed are those of the authors and do not necessarily represent views of the IES or the U.S. Department of Education.

Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.

Keywords

  • Individual differences
  • Reading comprehension assessment
  • Reading comprehension processes

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