TY - JOUR
T1 - Prediction of reading comprehension
T2 - Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured
AU - Cutting, Laurie E.
AU - Scarborough, Hollis S.
PY - 2006
Y1 - 2006
N2 - 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.
AB - 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.
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U2 - 10.1207/s1532799xssr1003_5
DO - 10.1207/s1532799xssr1003_5
M3 - Article
AN - SCOPUS:33747056267
SN - 1088-8438
VL - 10
SP - 277
EP - 299
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 3
ER -