Validating Measures of Component Processes of Reading Comprehension for Children

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-1 - Reading Comprehension and Assessment

Abstract

Current assessments used with young children provide a global assessment but do not assess individual components of reading comprehension. Four different reading assessments were developed and validated in a study with 88 typically developing children in grades 1-4. The tasks assessed homophone recognition, inferencing, knowledge activation (using think alouds) and suppression (using a visual array task). Using a MANOVA we found that different grades exhibit different patterns of processing, however, differences were not obtained when grouping children by reading score obtained on the KTEA. We found that children as young as 2nd grade engage in similar processes as adolescents and adults. The results will allow for creating more targeted interventions for children with reading comprehension difficulties.

Authors

• Aimee Callender, Auburn University

• Joni M. Lakin, Auburn University

• Jennifer Gillis Mattson, Binghamton University - SUNY