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Assessments of reading comprehension: Different measures, different explanatory variables and achievement

par Araújo, Luisa;Morais, Jose ;Costa, Armanda
Référence L1 educational studies in languages and literature, 13, 1
Publication Publié, 2013

Article révisé par les pairs

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Assessments of Reading Comprehension: Different Measures, Different Explanatory Variables and Achievement Abstract This study investigates the reading achievement of 69 Portuguese fourth graders on national (NA) and international (PIRLS) assessments and its relation to reading skills in the following areas: phonological awareness, word recognition, fluency, accuracy, and types of oral reading errors. Data analysis was conducted using regression and t-tests for dependent samples. Results indicate that in the NA reading accuracy and vocabulary knowledge predict reading comprehension. In PIRLS, vocabu-lary knowledge and non-meaning changing errors explain the variance in reading scores. Performance in the NA was significantly higher than in PIRLS and, in this test, students scored significantly lower on questions that require interpreting and evaluating text than on literal questions. Differences in test design and implications for monitoring educational outcomes are discussed. © 2013 International Association for the Improvement of Mother Tongue Education.