Assessing different components of reading comprehension: fact or fiction  

Oleh:

Rost, Detlef H.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Testing (Full Text & ada di PROQUEST dari th 1998 - terbaru) vol. 10 no. 1 (Mar. 1993), page 1-15.
Fulltext: 79.pdf (809.25KB)

Isi artikel

The starting point of this study was the debate about the structure of L1 reading comprehension. Kalb, Rabenstein and Rost (1979a; 1979b) claim to assess several different subskills of reading comprehension with the test battery Lesen und Verstehen - Diagnose (Reading and Comprehension - Assessment) (RuC-A) they designed specially for this purpose. To check this, 220 second-grade German elementary-school pupils were tested with the RuC-A. The results show medium-to-high correlations for the eight subtests (r&0l.e5;6 0.&8l5e);, and some correlation coefficients are nearly as high as the corresponding subtest reliabilities. Corrected for attenuation, they reach &0rk l.e6;6 0&.l9e9;. Depending on the theoretical perspective, factor analyses (with the reliabilities of the subtests as communalities) yield either one broad factor, ’General reading competence’ (accounting for 85% of the nonchance variance) or, at most, two factors, ’inferential reading comprehension’ and ’vocabulary’ (accounting unrotated for 85% and 6%, rotated for 55% and 36% of the reliable variance). As in other comparable L1 reading comprehension tests, RuC-A apparently cannot measure several clearly distinguishable components of reading comprehension. A reliable and valid diagnosis of typical L1 reading comprehension profiles is not possible.

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