Sascha Schroeder and Simon Tiffin-Richards

Kognitive Verarbeitung von Leseverständnisitems mit und ohne Text

Zeitschrift für Pädagogische Psychologie / German Journal of Educational Psychology

Multiple choice (MC)-items are a frequently employed format used to measure reading comprehension.. In a study with 366 students we replicate the finding of Rost and Sparfeldt (2007) who found that MC-items can be solved without reading the relevant text in German. In addition, we show that responses to MC reading comprehension items with available text are influenced both by general verbal resources, as well as processes required to generate text coherence. This suggests that MC-items do also measure reading specific comprehension processes. Our results also indicate that similar processes are used to answer MC-items when the relevant text is not available. The measurement of these processes, however, becomes increasingly unreliable when text information is reduced. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Accession Number: 2014-10211-002. Translated Title: Cognitive processing of reading comprehension items with and without text. Partial author list: First Author & Affiliation: Schroeder, Sascha; Max-Planck-Institut fur Bildungsforschung, Berlin, Germany. Other Publishers: Hogrefe AG. Release Date: 20140721. Correction Date: 20180416. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: German. Major Descriptor: Cognitive Processes; Reading Comprehension; Reading Measures. Minor Descriptor: Test Items; Test Validity. Classification: Educational Measurement (2227); Academic Learning & Achievement (3550). Location: Germany. Tests & Measures: Cognitive Language Assessment; Reading Comprehension Test DOI: 10.1037/t00118-000. Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 10. Issue Publication Date: Jan, 2014. Copyright Statement: Verlag Hans Huber, Hogrefe AG, Bern. 2014.