title: Effects of reducing attentional demands on performance of reading comprehension tests by third graders.
abstract: The researchers examined the effects of reducing attentional demands on reading comprehension test scores. Third grade students (N=939) completed two forms (T & S) of the Stanford 9 Reading Comprehension Test (54 items, 50 min.) in the spring of 1999. Form T (state-mandated) was administered following standardized procedures in one session. Form S (alternate) was administered in multiple, divided-time sessions, that is, the total test time and items were divided in halves and thirds per session to lessen attentional demands. A repeated-measure analysis of variance yielded significant effects for average and low readers. A resource match explanation and a metacognitive explanation are offered for the results, and educational implications are discussed.
authors.affiliation: Arizona State University, Tempe 85287-0611, USA.
authors.forename: Kristen Eignor
authors.initials: KE
authors.lastname: DiCerbo
authors.forename: Jill
authors.initials: J
authors.lastname: Oliver
authors.forename: Craig
authors.initials: C
authors.lastname: Albers
authors.forename: Jay
authors.initials: J
authors.lastname: Blanchard
mesh_terms: D001288:Attention; D002648:Child; D003071:Cognition; D004522:Educational Status; D005006:Ethnicity / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D008297:Male; D011932:Reading; D012737:Sex Factors