Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured
Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured
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DOI：
10.1207/s1532799xssr1003_5
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发表时间：
2006-01-01
影响因子：
3.7
通讯作者：
Scarborough, Hollis S.
中科院分区：
文献类型：
--
作者：
Cutting, Laurie E.;Scarborough, Hollis S.
从韦氏个人成就测试，盖茨-麦金蒂阅读测试，和灰色口语阅读测试的阅读理解分数进行了检查，与阅读，语言和其他认知技能的措施，已被假设为有助于理解和解释理解差异。在97个一年级到十年级的样本中，单词识别/解码和口语技能对理解的相对贡献因测试而异。包括阅读速度解释了额外的方差，但预测的理解分数是最小的改善，包括快速序列命名，言语记忆，智商，或注意力的措施。研究结果表明，通常使用的阅读理解测试，如我们比较的三个，可能不会利用相同的认知过程阵列。研究和实践的影响进行了讨论。
Reading comprehension scores from the Wechsler Individual Achievement Tests, the Gates-MacGinitie Reading Test, and the Gray Oral Reading Test were examined in relation to measures of reading, language, and other cognitive skills that have been hypothesized to contribute to comprehension and account for comprehension differences. In a sample of 97 first through tenth graders, the relative contributions of word recognition/decoding and oral language skills to comprehension varied from test to test. The inclusion of reading speed accounted for additional variance, but prediction of comprehension scores was minimally improved by including measures of rapid serial naming, verbal memory, IQ, or attention. The findings suggest that commonly used tests of reading comprehension, such as the three we compared, may not tap the same array of cognitive processes. Implications for research and practice are discussed.