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 language | English |
|---|---|
| Article number | 101923 |
| Journal | Learning and individual differences |
| Volume | 82 |
| DOIs | |
| Publication status | Published - 21 Aug 2020 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Individual differences
- Primary school
- Reading comprehension
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