Reader Attributes, Task Attributes, and Reading Comprehension Proficiency: The Relation Revealed by Two Analytic Approaches

References

• Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561. doi:10.1037//0022-0663.94.3.545
   Web of Science ®Google Scholar
• Alexander, P. A. (2005). The path to competence: A lifespan developmental perspective on reading. Journal of Literacy Research, 37(4), 413–436. doi:10.1207/s15548430jlr3704_1
   Web of Science ®Google Scholar
• Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10–14. http://www.jstor.org/stable/3700080.
   Google Scholar
• Alexander, P. A. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 213–250). Greenwich, CT: JAI Press.
   Google Scholar
• American Psychological Association, American Educational Research Association, National Council on Measurement in Education, & American Educational Research Association. In Committee on Test Standards. (1966). Standards for educational and psychological tests and manuals. Washington D.C.: American Psychological Association.
   Google Scholar
• Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York, NY: Grune & Stratton.
   Google Scholar
• Barnes, M. A., Ahmed, Y., Barth, A., & Francis, D. J. (2015). The relation of knowledge-text integration processes and reading comprehension in 7th-to 12th-grade students. Scientific Studies of Reading, 19(4), 253–272. doi:10.1080/10888438.2015.1022650
   PubMed Web of Science ®Google Scholar
• Berendes, K., Vajjala, S., Meurers, D., Bryant, D., Wagner, W., Chinkina, M., & Trautwein, U. (2018). Reading demands in secondary school: Does the linguistic complexity of textbooks increase with grade level and the academic orientation of the school track? Journal of Educational Psychology, 110(4), 518–543. doi:10.1037/edu0000225
   Web of Science ®Google Scholar
• Bray, G. B., & Barron, S. (2004). Assessing reading comprehension: The effects of text-based interest, gender, and ability. Educational Assessment, 9(3-4), 107–128. doi:10.1080/10627197.2004.9652961
   Google Scholar
• Brewer, W. F. (1980). Literary theory, rhetoric, and stylistics: Implications for psychology. In R. J. Spiro, B.C. Bruce & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 221–239). London: Routledge.
   Google Scholar
• Davoudi, M., & Moghadam, H. R. H. (2015). Critical review of the models of reading comprehension with a focus on situation models. International Journal of Linguistics, 7(5), 172–187. doi:10.5296/ijl.v7i5.8357
   Google Scholar
• Dewey, J. C. (1913). Interest and effort in education. Boston, MA: Houghton Mifflin Company.
   Google Scholar
• Dewey, J. C. (1915). The school and society & the children and the curriculum. BN Publishing Company.
   Google Scholar
• Dinsmore, D. L., Fox, E., Parkinson, M. M., & Bilgili, D. (2019). Using reader profiles as snapshots to investigate students’ reading performance. The Journal of Experimental Education, 87(3), 470–495. doi:10.1080/00220973.2017.1421519
   Web of Science ®Google Scholar
• Duke, N. K. (2005). Comprehension of what for what: Comprehension as a nonunitary construct. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp.93–104). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Durkin, D. (1993). Teaching them to read (6th ed.). Boston, MA: Allyn & Bacon.
   Google Scholar
• Embretson, S. E. (1983). Construct validity: Construct representation versus nomothetic span. Psychological Bulletin, 93, 179–197. doi:10.1037/0033-2909.93.1.179
   Web of Science ®Google Scholar
• Embretson, S. E. (1998). A cognitive design systems approach to generating valid tests: Application to abstract reasoning. Psychological Methods, 3(3), 380–396. doi:10.1037/1082-989X.3.3.380
   Web of Science ®Google Scholar
• Fischer, G. H. (1973). The Linear Logistic Test model as an instrument in educational research. Acta Psychologica, 37(6), 359–374. doi:10.1016/0001-6918(73)90003-6
   Web of Science ®Google Scholar
• Fletcher, C. R., & Chrysler, S. T. (1990). Surface forms, textbase, and situation models: Recognition memory for three types of textual information. Discourse Processes, 13(2), 175–190. doi:10.1080/01638539009544752
   Web of Science ®Google Scholar
• Foss, D. J. (1968). Learning and discovery in the acquisition of structured material: Effects of number of items and their sequence. Journal of Experimental Psychology, 77(2), 341–344. doi:10.1037/h0025758
   PubMedGoogle Scholar
• Fox, E., & Parkinson, M. M. (2017). Domain explorations of the model of domain learning–reading. In The model of domain learning (pp. 87–107). Philadelphia, PA: Routledge.
   Google Scholar
• Glaser, R. (1963). Instructional technology and the measurement of learning outcomes: Some questions. American Psychologist, 18(8), 519–521. doi:10.1037/h0049294
   Web of Science ®Google Scholar
• Guthrie, J. T., McGough, K., & Wigfield, A. (1994). Measuring reading activity: An inventory (Instructional Resource No. 4). Mahwah, NJ: National Reading Research Center.
   Google Scholar
• Guthrie, J. T., & Wigfield, A. (2005). Roles of motivation and engagement in reading comprehension assessment. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp.187–213). Lawrence Erlbaum Associates.
   Google Scholar
• Haladyna, T. M. (1997). Writing test items to evaluate higher order thinking. Boston, MA: Allyn and Bacon.
   Google Scholar
• Hattan, C., & Dinsmore, D. L. (2019). Examining elementary students’ purposeful and ancillary prior knowledge activation when reading grade level texts. Reading Horizons: A Journal of Literacy and Language Arts, 58(2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol58/iss2/3
   Google Scholar
• Hidi, S. (2000). An interest researcher’s perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation (pp. 309–339). Cambridge, MA: Academic Press.
   Google Scholar
• Huey, E. B. (1908/1968). The psychology and pedagogy of reading. Cambridge, MA: The M.I.T. Press.
   Google Scholar
• Johnston, P. H. (1984). Prior knowledge and reading comprehension test bias. Reading Research Quarterly, 19(2), 219–239. doi:10.2307/747364
   Web of Science ®Google Scholar
• Johnston, P., & Pearson, D. P. (1982). Prior knowledge, connectivity, and the assessment of reading comprehension. Technical Report No. 245, Center for the Study of Reading, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA.
   Google Scholar
• Keenan, J. M., & Betjemann, R. S. (2006). Comprehending the Gray Oral Reading Test without reading it: Why comprehension tests should not include passage-independent items. Scientific Studies of Reading, 10(4), 363–380. doi:10.1207/s1532799xssr1004_2
   Web of Science ®Google Scholar
• Kintsch, W. (2012). Psychological models of reading comprehension and their implications for assessment. In J. Sabatini, E. Albro, & T. O’Reilly (Eds.), Measuring up advances in how we assess reading ability (pp. 21–38). Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Kintsch, E. (2005). Comprehension theory as a guide for the design of thoughtful questions. Topics in Language Disorders, 25(1), 51–64.
   Web of Science ®Google Scholar
• Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
   Google Scholar
• Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363–394. doi:10.1037/0033-295X.85.5.363
   Web of Science ®Google Scholar
• Krapp, A. (2002). Structural and dynamic aspect of interest development: Theoretical consideration from an ontogenetic perspective. Learning and Instruction, 12(4), 383–409. doi:10.1016/S0959-4752(01)00011-1
   Web of Science ®Google Scholar
• Kubinger, K. D. (2009). Applications of the Linear Logistic Test Model in psychometric research. Educational and Psychological Measurement, 69(2), 232–244. doi:10.1177/0013164408322021
   Web of Science ®Google Scholar
• Kulturel-Konak, S., Konak, A., Kremer, G. O., & Esparagozza, I. E. (2015). Professional skills assessment: Is a Model of Domain Learning framework appropriate? International Journal of Quality Assurance in Engineering and Technology Education, 4(1), 33–60. doi:10.4018/IJQAETE.2015010104
   Google Scholar
• Langer, J. A. (1984). Examining background knowledge and text comprehension. Reading Research Quarterly, 19(4), 468–481. doi:10.2307/747918
   Web of Science ®Google Scholar
• Lemov, D. (2017). How knowledge powers reading. Educational Leadership, 74(5), 10–16.
   Web of Science ®Google Scholar
• Lim, H.- E. (2008). The use of different happiness rating scales: Bias and comparison problem? Social Indicators Research, 87(2), 259–267. doi:10.1007/s11205-007-9171-x
   Web of Science ®Google Scholar
• Lord, F. M. (1952). A theory of test scores. Psychometrika Monograph, 7. Newport News, VA: Ferguson Co.
   Google Scholar
• Lu, R. (2006). The Linear Logistic Test Model and its extension. (Unpublished Manuscript).
   Google Scholar
• McNamara, D. S., Ozuru, Y., & Floyd, R. G. (2017). Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge. International Electronic Journal of Elementary Education, 4(1), 229–257.
   Google Scholar
• Mitchell, K. (1983). Cognitive processing determinants of item difficulty on the verbal subtests of Armed Forces Vocational Aptitude Batteries and their relationships to success in army training. Technical Report 598. Arlington, VA: U.S. Army Research Institute for the Behavioral and Social Sciences.
   Google Scholar
• National Reading Panel Report. (2000). Teaching children to read. NIH Pub No. 00-4754, National Institute of Literacy, Pearland, Texas, USA.
   Google Scholar
• Neri, N. C., Guill, K., & Retelsdorf, J. (2019). Language in science performance: Do good readers perform better? European Journal of Psychology of Education, 1–17. doi:10.1007/s10212-019-00453-5
   Web of Science ®Google Scholar
• O’Reilly, T., Wang, Z., & Sabatini, J. (2019). How much knowledge is too little? When a lack of knowledge becomes a barrier to comprehension. Psychological Science, 30(9), 1344–1351. doi:10.1177/0956797619862276
   PubMed Web of Science ®Google Scholar
• Pressley, M., & Block, C. C. (2002). Summing up: What comprehension instruction could be? In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices. (pp. 383–392). New York: Guilford Press.
   Google Scholar
• RAND, S., & Catherine chair of RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica: RAND Reading Study Group.
   Google Scholar
• Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173–195). New York, NY: Academic Press. doi:10.1016/B978-012750053-9/50009-7
   Google Scholar
• Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 375–407). New York, NY: Academic Press.
   Google Scholar
• Rumelhart, D. E. (1975). Notes on a schema for stories. In D. G. Bobrow & M. A. Collins (Eds.), Language, thought, and culture (pp. 211–237). Cambridge, MA: Academic Press.
   Google Scholar
• Schiefele, U. (1996). Topic interest, text representation, and quality of experience. Contemporary Educational Psychology, 21(1), 3–18. doi:10.1006/ceps.1996.0002
   Web of Science ®Google Scholar
• Schraw, G. (1997). Situational interest in literary text. Contemporary Educational Psychology, 22(4), 436–456. doi:10.1006/ceps.1997.0944
   PubMed Web of Science ®Google Scholar
• Sheehan, K., & Mislevy, R. J. (1990). Integrating cognitive and psychometric models to document literacy. Journal of Educational Measurement, 27(3), 255–272. doi:10.1111/j.1745-3984.1990.tb00747.x
   Web of Science ®Google Scholar
• Soemer, A., & Schiefele, U. (2019). Text difficulty, topic interest, and mind wandering during reading. Learning and Instruction, 61, 12–22. doi:10.1016/j.learninstruc.2018.12.006
   Web of Science ®Google Scholar
• Swanson, B. (1982). The relationship between attitude toward reading and reading achievement. Educational and Psychological Measurement, 42(4), 1303–1304. doi:10.1177/001316448204200442
   Web of Science ®Google Scholar
• Taylor, S. E., Frackenpohl, H., White, C. E., Nieroroda, B. W., & Browning, C. L. (1989). EDL core vocabularies in reading, mathematics, science, and social studies. Austin, TX: Steck-Vaughn Company.
   Google Scholar
• Thames, D. G., & Reeves, C. K. (1994). Poor readers’ attitudes: Effects of using interests and trade books in an integrated language arts approach. Reading Research and Instruction, 33(4), 293–307. doi:10.1080/19388079409558162
   Google Scholar
• Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9(1), 77–110. doi:10.1016/0010-0285(77)90005-6
   Web of Science ®Google Scholar
• Tian, S. (2006). Passage dependency of reading comprehension items in the GEPT and TOEFL. The Reading Matrix, 6(1), 66–84.
   Google Scholar
• van den Broek, P., Young, M., & Tzeng, Y. (1999). The Landscape model of reading: Inferences and the online construction of a memory representation. In H. van Oostendrop & S. R. Goldman (Eds.), The construction of mental representation during reading (pp. 71–98). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. https://www.tadkiroatun.education/wp-content/uploads/2017/02/Teun-A-van-Dijk-Walter-Kintsch-Strategies-of-Discourse-Comprehension.pdf.
   Google Scholar
• Wharton-McDonald, R., & Swiger, S. (2009). Developing higher order comprehension in the middle grades: A retrospective, perspective, and prospective. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 510–530). New York, NY: Routledge Taylor & Francis Group.
   Google Scholar
• Weaver, C. A., & Kintsch, W. (1996). Expository text. In R. Barr, M. L. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 230–245). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Wolfe, M. B. W., & Woodwyk, J. M. (2010). Processing and memory of information presented in narrative or expository texts. The British Journal of Educational Psychology, 80(Pt 3), 341–362. doi:10.1348/000709910X485700
   PubMed Web of Science ®Google Scholar
• Woolley, G. (2008). The assessment of reading comprehension difficulties for reading intervention. Australian Journal of Learning Difficulties, 13(1), 51–62. doi:10.1080/19404150802093729
   Google Scholar
• Woolley, G. (2011). Reading comprehension. In Reading comprehension (pp. 15–34). New York, NY: Springer.
   Google Scholar
• Zhang, S. (2006). Investigating the relative effects of persons, items, sections, and languages on TOEIC score dependability. Language Testing, 23(3), 351–369. doi:10.1191/0265532206lt332oa
   Google Scholar
• Zwaan, R. A. (1994). Effect of genre expectations of text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 920–933.
   Web of Science ®Google Scholar