Following a pragmatic definition, Dr. Rene T. Proyer and colleagues (Zürich) propose a new computerized German-language screening instrument for reading comprehension. The test taker reads a story and subsequently answers multiple-choice questions constructed to assess the understanding of the text read. A new study provides initial information on the instruments´ psychometric properties and its construct validity. The study appeared in Psychological Test and Assessment Modeling.
"As expected, the reading comprehension measure correlated positively with a memory test; the two instruments demonstrated about 14% shared variance. Memory was seen as one of the components which were basic in the reading comprehension process. The result indicates that the test construction has worked satisfying in this relation since this reflects the impact that memory has on reading comprehension. The coefficient was in an expected range showing that reading comprehension and memory are correlated but not redundant, thus contributing to construct validity.
The screening instrument can be used for the assessment of reading comprehension whenever the examiner may have doubts or wants to make sure that the participant has the basic ability to understand the instruction and all item contents. Of course, the question as to whether specific training programms that evaluate and strengthen specific reading strategies can have a positive impact on reading comprehension will have to be addressed. The application of this screening instrument may lead to the decision to use nonverbal instruments or to use instruments that are comparatively easier to understand. A further field of practical use may be research in computer-based online assessment and learning. A screening for reading comprehension may be helpful in such settings to determine whether prospective learners/test takers are eligible for this type of environment ..."
zum Journal
