Author: LOUISE SPEAR-SWERLING

Source: Reading Psychology, Volume 25, Number 2, April-June 2004 , pp. 121-148(28)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

This study examined fourth graders' performance on two reading comprehension measures, involving a question-answering format and a cloze format, which were part of a state-mandated assessment. Word-level reading skills and oral language comprehension were important to success on both formats, but word accuracy had a stronger relationship to the cloze than to the question-answering measure. Language comprehension related strongly to both formats. The cognitive profiles associated with poor reading comprehension varied, but most often involved a specific difficulty in accuracy of pseudoword decoding. The results suggest that test format should be considered in interpreting reading comprehension performance and underscore the need to assess specific component abilities in reading.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/02702710490435727

Affiliations: 1: Southern Connecticut State University, New Haven, Connecticut, USA

Publication date: 2004-04-01

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