Profiling children's reading comprehension: A dynamic approach

Sophie Gruhn*, Eliane Segers, Jos Keuning, Ludo Verhoeven

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

To profile children's reading comprehension, we developed a dynamic approach with componential abilities (orthographic knowledge, vocabulary, sentence-integration) being assessed within the same texts and provided with feedback in addition to the global comprehension of these texts. In 275 Dutch third to fifth graders, we investigated to what extent the response accuracy for questions on componential abilities on first attempts and after feedback predicted global text comprehension within the same texts as well as the prospective development in a standardized reading comprehension test. We found that global text comprehension was increased by each correctly answered question on a componential ability on first attempts and by each correctly answered sentence-integration question after feedback. The accuracy on first attempts also explained unique variance of the growth in the standardized reading comprehension test. A dynamic approach may thus help to arrive at a better understanding of the profiles of children's reading comprehension.

Original languageEnglish
Article number101923
JournalLearning and individual differences
Volume82
DOIs
Publication statusPublished - 21 Aug 2020

Keywords

  • Individual differences
  • Primary school
  • Reading comprehension

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