MOCCA College: An assessment of inferential narrative and expository comprehension

Mark L. Davison, Ben Seipel, Virginia Clinton, Sarah E. Carlson, Patrick C. Kennedy

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

MOCCA-C is an assessment of adult reading ability designed for early diagnosis of reading problems, for formative assessment in reading intervention planning, for assessment of reading improvement over time, and for assessment of reading intervention outcomes. It uses both narrative and expository reading passages and it currently has four forms. Two goals of this research were to compare narrative and expository passages on (a) their difficulty and (b) their ability to discriminate between good and poor readers. An additional goal was to assess whether narrative and expository passages measure the same or different comprehension dimensions. A final goal was to assess the reliability of forms. We randomly assigned students to forms with between 274 - 279 college students per form. Across the several forms, results suggest that narrative passages are easier and better discriminate between good and poor readers. However, both narrative and expository passages measure a single dimension of ability. MOCCA-C scores are reliable. Implications for research and practice are discussed.

Original languageEnglish (US)
Title of host publicationHEAd 2020 - 6th International Conference on Higher Education Advances
PublisherUniversitat Politecnica de Valencia
Pages417-425
Number of pages9
ISBN (Electronic)9788490488119
DOIs
StatePublished - 2020
Externally publishedYes
Event6th International Conference on Higher Education Advances, HEAd 2020 - Valencia, Spain
Duration: Jun 2 2020Jun 5 2020

Publication series

NameInternational Conference on Higher Education Advances
Volume2020-June
ISSN (Electronic)2603-5871

Conference

Conference6th International Conference on Higher Education Advances, HEAd 2020
CountrySpain
CityValencia
Period6/2/206/5/20

Keywords

  • Adults
  • College students
  • Diagnosis of reading problems
  • Formative assessment
  • Reading assessment
  • Reading comprehension

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  • Cite this

    Davison, M. L., Seipel, B., Clinton, V., Carlson, S. E., & Kennedy, P. C. (2020). MOCCA College: An assessment of inferential narrative and expository comprehension. In HEAd 2020 - 6th International Conference on Higher Education Advances (pp. 417-425). (International Conference on Higher Education Advances; Vol. 2020-June). Universitat Politecnica de Valencia. https://doi.org/10.4995/HEAd20.2020.11081