TY - JOUR
T1 - Profiling children's reading comprehension
T2 - A dynamic approach
AU - Gruhn, Sophie
AU - Segers, Eliane
AU - Keuning, Jos
AU - Verhoeven, Ludo
PY - 2020/8/21
Y1 - 2020/8/21
N2 - 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.
AB - 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.
KW - Individual differences
KW - Primary school
KW - Reading comprehension
UR - http://www.scopus.com/inward/record.url?scp=85089562590&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2020.101923
DO - 10.1016/j.lindif.2020.101923
M3 - Article
AN - SCOPUS:85089562590
VL - 82
JO - Learning and individual differences
JF - Learning and individual differences
SN - 1041-6080
M1 - 101923
ER -