The influence of prior knowledge on specific reading competencies in assessment: Their interrelations and influence on comprehension

The present study set out to examine how prior knowledge may influence specific reading competencies (inference ability and sensitivity to important text information) and how any of these influences may affect reading comprehension test performance. Item options from a state-wide standardized reading comprehension test were classified to determine measures of the reading variables being studied. Recent advances in psychometrics and statistics (e.g., item response theory and linear structural equations) were utilized to address the research questions of this study. Specifically, item-response theory was used to develop parameter estimates for scaling prior knowledge and reading comprehension test performances and to evaluate how these tests measured their intended constructs. In addition to the use of a multivariate regression approach to address specific research questions, a linear structural model approach was used to examine the possible causal relations among the reading variables (prior knowledge, inference ability, text importance) and their influence on reading comprehension. Results concerning specific research questions were reported and addressed in the context of psychological and educational theories of reading, and reading comprehension assessment. The requirements and benefits in applying certain psychometric and advanced statistical techniques was also explored. Finally, implications for future reading research efforts and speculations on the future of reading comprehension assessment was discussed.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education, Tests and Measurements

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Foertsch, Daniel James

• Education, Tests and Measurements
• Education, Educational Psychology
• Education, Reading

Statement dc:rights

• Copyright 1990 Foertsch, Daniel James

Language dc:language

eng

Identifier

AAI9026181
(UMI)AAI9026181

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23688