The Effects of Surface Structure Variables on Performance in Reading Comprehension Tests.
The Effects of Surface Structure Variables on Performance in Reading Comprehension Tests.
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表面结构变量对阅读理解测试表现的影响。
DOI：
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发表时间：
1981
期刊：
影响因子：
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通讯作者：
Priscilla A. Drum
中科院分区：
文献类型：
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作者：
Priscilla A. Drum
许多研究者试图分离出阅读理解的各个组成部分。结果只给边际支持的概念，单独的组件。在本研究中，描述了一个发展模型的表现阅读理解测试中的变量有较强或较弱的影响，这取决于读者的技能水平。该模型已被用来确定预测性能的结构变量在七个标准化阅读成绩测试。结构变量约占四分之三的项目p值的变异的规范化样本，并揭示了不同的模式的具体变量在预测性能从一个等级到另一个。词汇识别和句法控制变量是年龄较小儿童更重要的预测因子。在四年级及以上，学生在从看似合理的替代品中选择适当的答案方面有更多的困难。这些结果，虽然受到限制，但仍然是有用的建议程序，以构建更合适的测试的理解。
MANY RESEARCHERS HAVE TRIED to isolate the components of reading comprehension. The results give only marginal support to the concept of separate components. In the present study, a developmental model of performance on reading comprehension tests is described in which variables have stronger or weaker effects depending on the skill level of the reader. This model has been used to identify the structural variables for predicting performance on seven standardized reading achievement tests. The structural variables accounted for about three-quarters of the variation in item p values for the norming samples and revealed different patterns of specific variables in predicting performance from one grade to another. Word recognition and syntactic control variables were more important predictors for younger children. At fourth grade and above, pupils had more difficulty in selecting the appropriate response from plausible alternatives. These results, though subject to limitations, are nonetheless useful in suggesting procedures for constructing more appropriate tests of comprehension.