Training and Generalization Effects of a Reading Comprehension Learning Strategy on Computer and Paper–Pencil Assessments

Abstract

Many schools use computer-based testing to measure students’ progress for end-of-the-year and statewide assessments. There is little research to support whether computer-based testing accurately reflects student progress, particularly among students with learning, performance, and generalization difficulties. This article summarizes an investigation of a reading strategy on comprehension of expository and narrative text; comprehension was assessed using both paper- and computer-based tasks. Results showed that students increased their learning strategy use and reading comprehension accuracy when using the strategy on computer-based assessments with expository text. Also students generalized their strategy use to paper–pencil assessments with narrative text. Reading comprehension of narrative passages also increased. The results suggest the value of teaching a reading strategy to students who struggle with both paper–pencil and computer-based assessments of comprehension.

Keywords:

• acquisition and generalization of reading
• behavioral reading intervention
• computer-based testing
• learning strategies
• reading comprehension

Additional information

Notes on contributors

Jamie Worrell

Jamie Worrell is the K–8 Special Education Director at Florida Virtual School Full Time, and an adjunct faculty member at Florida Atlantic University. Her research interests include online learners with special needs, effective reading and writing interventions in a virtual environment, and positive behavior systems and supports.

Mary Lou Duffy

Mary Lou Duffy is a professor at Florida Atlantic University–Jupiter campus. Her current research includes strategic instruction, secondary and postsecondary instructional practices for students with disabilities, and use of technology to support skill development.

Michael P. Brady

Michael P. Brady is a professor and department chair at Florida Atlantic University. His current research interests involve teacher preparation, rational models for collecting and using data, and prompting and generalization strategies that improve professionals’ and students’ performance.

Charles Dukes

Charles Dukes is an associate professor at Florida Atlantic University. His research interests include special education teacher education, conceptual change, daily living skills, and social relationship development for individuals with intellectual and developmental disabilities.

Alyssa Gonzalez-DeHass

Alyssa Gonzalez-DeHass is an associate professor of educational psychology at Florida Atlantic University–Jupiter campus. Her research interests include student motivation, achievement goals, and the case study method of teaching educational psychology in teacher preparation programs.