Assessing the format of the presentation of text in developing a Reading Strategy Assessment Tool (R-SAT).
We are constructing a new computerized test of reading comprehension called the Reading Strategy Assessment Tool (R-SAT). R-SAT elicits and analyzes verbal protocols that readers generate in response to questions as they read texts. We examined whether the amount of information available to the reader when reading and answering questions influenced the extent to which R-SAT accounts for comprehension. We found that R-SAT was most predictive of comprehension when the readers did not have access to the text as they answered questions.
Gilliam
Sara
S
Department of Psychology, Northern Illinois University, DeKalb, Illinois 60115, USA. sgilliam@niu.edu
Magliano
Joseph P
JP
Millis
Keith K
KK
Levinstein
Irwin
I
Boonthum
Chutima
C
D000328:Adult; D000704:Analysis of Variance; D001077:Aptitude Tests / Q000592:standards* / Q000706:statistics & numerical data; D032882:Comprehension; D004521:Educational Measurement / Q000592:standards* / Q000706:statistics & numerical data; D006801:Humans; D007807:Language Tests; D011340:Problem Solving; D011594:Psychometrics; D011932:Reading; D012016:Reference Values