43
Views
0
CrossRef citations to date
0
Altmetric
Feature Articles

Identifying Clusters of Less-Skilled College Student Readers Based on Cognitive Processes

ORCID Icon, ORCID Icon, , , , & ORCID Icon show all

References

  • All, A., Plovie, B., Castellar, E. P. N., & Van Looy, J. (2017). Pre-test influences on the effectiveness of digital-game based learning: A case study of a fire safety game. Computers & Education, 114, 24–37. https://doi.org/10.1016/j.compedu.2017.05.018
  • Bos, L. T., De Koning, B. B., Wassenburg, S. I., & van der Schoot, M. (2016).Training inference making skills using a situation model approach improves reading comprehension. Frontiers in Psychology, 7, 116. https://doi.org/10.3389/fpsyg.2016.00116
  • Carlson, S. E., Seipel, B., & McMaster, K. (2014). Development of a new reading comprehension assessment: Identifying comprehension differences among readers. Learning & Individual Differences, 32, 40–53. https://doi.org/10.1016/j.lindif.2014.03.003
  • Clinton-Lisell, V. (2022). Open science project: College student think aloud reading study. https://osf.io/edn34/?view_only=d742bee132c94d9fb305ccaf02ffb899
  • Clinton-Lisell, V. (2023). Investigating reading from screens and mind wandering in the context of standards of coherence. Scientific Studies of Reading, 27(2), 169–186. https://doi.org/10.1080/10888438.2022.2125320
  • Clinton-Lisell, V., Taylor, T., Seipel, B., Carlson, S., & Davison, M. (2022). Performance on reading comprehension assessments and college achievement: A meta-analysis. Journal of College Reading & Learning, 52(3), 191–211. https://doi.org/10.1080/10790195.2022.2062626
  • Coleman, C., Lindstrom, J., Nelson, J., Lindstrom, W., & Gregg, K. N. (2010). Passageless comprehension on the Nelson-Denny reading test: Well above chance for university students. Journal of Learning Disabilities, 43(3), 244–249. https://doi.org/10.1177/0022219409345017
  • Crowther, D., Kim, S., Lee, J., Lim, J., & Loewen, S. (2021). Methodological synthesis of cluster analysis in second language research. Language Learning, 71(1), 99–130. https://doi.org/10.1111/lang.12428
  • Davison, M. L., Biancarosa, G., Carlson, S. E., Seipel, B., & Liu, B. (2018). Preliminary findings on the computer-administered multiple-choice online causal comprehension assessment, a diagnostic reading comprehension test. Assessment for Effective Intervention, 43(3), 169–181. https://doi.org/10.1177/1534508417728685
  • 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. https://doi.org/10.1080/00220973.2017.1421519
  • Elleman, A. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 109(6), 761–781. https://doi.org/10.1037/edu0000180
  • Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis. MIT.
  • Fang, Y., Lippert, A., Cai, Z., Chen, S., Frijters, J. C., Greenberg, D., & Graesser, A. C. (2022). Patterns of adults with low literacy skills interacting with an intelligent tutoring system. International Journal of Artificial Intelligence in Education, 32(2), 297–322. https://doi.org/10.1007/s40593-021-00266-y
  • Feller, D. P., Magliano, J., Sabatini, J., O’Reilly, T., & Kopatich, R. D. (2020). Relations between component reading skills, inferences, and comprehension performance in community college readers. Discourse Processes, 57(5–6), 473–490. https://doi.org/10.1080/0163853X.2020.1759175
  • Fishco, V. V. (2019). Nelson-Denny reading test forms I & J. Pro-Ed.
  • Fox, M. C., Ericsson, K. A., & Best, R. (2011). Do procedures for verbal reporting of thinking have to be reactive? A meta-analysis and recommendations for best reporting methods. Psychological Bulletin, 137(2), 316–344. https://doi.org/10.1037/a0021663
  • Freed, J., & Cain, K. (2021). Assessment of inference‐making in children using comprehension questions and story retelling: Effect of text modality and a story presentation format. International Journal of Language & Communication Disorders, 56(3), 637–652. https://doi.org/10.1111/1460-6984.12620
  • Galimberti, G., Manisi, A., & Soffritti, G. (2018). Modelling the role of variables in model-based cluster analysis. Statistics and Computing, 28(1), 145–169. https://doi.org/10.1007/s11222-017-9723-0
  • Ginther, A., & Yan, X. (2018). Interpreting the relationships between TOEFL iBT scores and GPA: Language proficiency, policy, and profiles. Language Testing, 35(2), 271–295. https://doi.org/10.1177/0265532217704010
  • Goldman, S. R., Britt, M. A., Brown, W., Cribb, G., George, M. A., Greenleaf, C., Lee, C. D., Shanahan, C., & Readi, P. (2016). Disciplinary literacies and learning to read for understanding: A conceptual framework for disciplinary literacy. Educational Psychologist, 51(2), 219–246. https://doi.org/10.1080/00461520.2016.1168741
  • Graesser, A. C., McNamara, D. S., Cai, Z., Conley, M., Li, H., & Pennebaker, J. (2014). Coh-metrix measures text characteristics at multiple levels of language and discourse. The Elementary School Journal, 115(2), 211–229. https://doi.org/10.1086/678293
  • Graesser, A. C., McNamara, D. S., & Kulikowich, J. M. (2011). Coh-Metrix: Providing multilevel analyses of text characteristics. Educational Researcher, 40(5), 223–234. https://doi.org/10.3102/0013189X11413260
  • Graesser, A. C., Millis, K., & Zwaan, R. (1997). Discourse comprehension. Annual Review of Psychology, 48(1), 163–189. https://doi.org/10.1146/annurev.psych.48.1.163
  • Hall, C. S. (2016). Inference instruction for struggling readers: A synthesis of intervention research. Educational Psychology Review, 28(1), 1–22. https://doi.org/10.1007/s10648-014-9295-x
  • Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2020). The effects of inference instruction on the reading comprehension of English learners with reading comprehension difficulties. Remedial and Special Education, 41(5), 259–270. https://doi.org/10.1177/0741932518824983
  • Hennig, C. (2015). Clustering strategy and method selection. In C. Henning, M. Meila, F. Murtagh, & R. Rocci (Eds.), Handbook of cluster analysis (pp. 703–730). Taylor & Francis.
  • Holschuh, J. P. (2019). College reading and studying: The complexity of academic literacy task demands. Journal of Adolescent & Adult Literacy, 62(6), 599–604. https://doi.org/10.1002/jaal.876
  • Hu, J., & Gao, X. A. (2017). Using think-aloud protocol in self-regulated reading research. Educational Research Review, 22, 181–193. https://doi.org/10.1016/j.edurev.2017.09.004
  • Ji, X. R., Beerwinkle, A., Wijekumar, K., Lei, P., Malatesha Joshi, R., & Zhang, S. (2018). Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students. Reading & Writing, 31(9), 2095–2113. https://doi.org/10.1007/s11145-018-9888-8
  • Karlsson, J., van den Broek, P., Helder, A., Hickendorff, M., Koornneef, A., & van Leijenhorst, L. (2018). Profiles of young readers: Evidence from thinking aloud while reading narrative and expository texts. Learning & Individual Differences, 67, 105–116. https://doi.org/10.1016/j.lindif.2018.08.001
  • Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Reading comprehension: Core components and processes. Policy Insights from the Behavioral and Brain Sciences, 3(1), 62–69. https://doi.org/10.1177/2372732215624707
  • Kendeou, P., Van Den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research and Practice, 29(1), 10–16. https://doi.org/10.1111/ldrp.12025
  • Kincaid, J. P., Fishburne, R. P., Rogers, R. L., & Chissom, B. S. (1975). Derivation of new readability formulas (automated readability index, fog count, and Flesch reading ease formula) for navy enlisted personnel. Naval Technical Training Command. https://org/apps.dtic.mil/sti/citations/ADA006655
  • Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
  • Kintsch, W. (2019). Revisiting the construction—Integration model of text comprehension and its implications for instruction. In D. E. Alvermann, N. J. Unrau, M. Sailors, & R. B. Ruddell (Eds.), Theoretical models and processes of literacy (pp. 178–203). https://doi.org/10.4324/9781315110592-12
  • Kotzer, M., Kirby, J. R., & Heggie, L. (2021). Morphological awareness predicts reading comprehension in adults. Reading Psychology, 42(3), 302–322. https://doi.org/10.1080/02702711.2021.1888362
  • Kraal, A., Koornneef, A. W., Saab, N., & van den Broek, P. W. (2018). Processing of expository and narrative texts by low- and high-comprehending children. Reading & Writing, 31(9), 2017–2040. https://doi.org/10.1007/s11145-017-9789-2
  • Lavonier, N. (2016). Evaluation of the effectiveness of remedial reading courses at community colleges. Community College Journal of Research and Practice, 40(6), 523–533. https://doi.org/10.1080/10668926.2015.1080200
  • Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94(4), 778–784. https://doi.org/10.1037/0022-0663.94.4.778
  • Linsenmeyer, M., & Ridpath, L. (2019). Nelson-Denny reading test scores as a predictor of student success in osteopathic medical education. The Journal of the American Osteopathic Association, 119(3), 189–197. https://doi.org/10.7556/jaoa.2019.030
  • Martin, N. M. (2019). Processing different kinds of expository text: An investigation of students’ strategy use in postsecondary education. Journal of College Reading & Learning, 49(1), 3–18. https://doi.org/10.1080/10790195.2018.1472944
  • McMaster, K. L., Broek, P. A., Espin, C., White, M. J., Rapp, D. N., Kendeou, P., Bohn-Gettler, C. M., & Carlson, S. (2012). Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning & Individual Differences, 22(1), 100–111. https://doi.org/10.1016/j.lindif.2011.11.017
  • McMaster, K. L., Espin, C. A., & Van Den Broek, P. (2014). Making connections: Linking cognitive psychology and intervention research to improve comprehension of struggling readers. Learning Disabilities Research and Practice, 29(1), 17–24. https://doi.org/10.1111/ldrp.12026
  • McNamara, D. S., Graesser, A. C., McCarthy, P. M., & Zhiqiang, C. (2014). Automated evaluation of text and discourse with Coh-Metrix. Cambridge University Press.
  • McNamara, D. S., & Magliano, J. (2009). Toward a comprehensive model of comprehension. Psychology of Learning and Motivation, 51, 297–384. https://doi.org/10.1016/S0079-7421(09)51009-2
  • Mooi, E., & Sarstedt, M. (2011). A concise guide to market research: The process, data, and methods using IBM SPSS statistics. Springer.
  • Murtagh, F., & Legendre, P. (2014). Ward’s hierarchical agglomerative clustering method: Which algorithms implement Ward’s criterion? Journal of Classification, 31(3), 274–295. https://doi.org/10.1007/s00357-014-9161-z
  • Nelson, J. M., Lindstrom, W., Foels, P. A., Lamkin, J., & Dwyer, L. (2019). Validation of curriculum-based reading passages and comparison of college students with and without dyslexia or ADHD. Annals of Dyslexia, 69(3), 297–317. https://doi.org/10.1007/s11881-019-00183-9
  • Oakhill, J., & Cain, K. (2011). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. https://doi.org/10.1080/10888438.2010.529219
  • Oudega, M., & van den Broek, P. (2018). Standards of coherence in reading variations in processing and comprehension of text. In K. Millis, D. Long, J. Magliano, & K. Wiemer (Eds.), Deep comprehension: Multidisciplinary approaches to understanding, enhancing, and measuring comprehension (pp. 41–51). Routledge.
  • Rapp, D. N., Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11(4), 289–312. https://doi.org/10.1080/10888430701530417
  • Rasinski, T. V., Chang, S.-C., Edmondson, E., Nageldinger, J., Nigh, J., Remark, L., Kenney, K. S., Walsh-Moorman, E., Yildirim, K., Nichols, W. D., Paige, D. D., & Rupley, W. H. (2017). Reading fluency and college readiness. Journal of Adolescent & Adult Literacy, 60(4), 453–460. https://doi.org/10.1002/jaal.559
  • Reynolds, D. (2021). Scaffolding the academic language of complex text: An intervention for late secondary students. Journal of Research in Reading, 44(3), 508–528. https://doi.org/10.1111/1467-9817.12353
  • Roy-Charland, A., Colangelo, G., Foglia, V., & Reguigui, L. (2017). Passage independence within standardized reading comprehension tests. Reading & Writing, 30(7), 1431–1446. https://doi.org/10.1007/s11145-017-9731-7
  • Saint-Aubin, J., Deacon, H., Klein, R. M., & Thompson, C. (2020). The missing-colour effect: The attentional beam captures reading-relevant and reading-irrelevant information. The Quarterly Journal of Experimental Psychology, 73(11), 1830–1840. https://doi.org/10.1177/1747021820934410
  • Seipel, B., Carlson, S. E., & Clinton, V. E. (2017). When do comprehender groups differ? A moment-by-moment analysis of think-aloud protocols of good and poor comprehenders. Reading Psychology, 38(1), 39–70. https://doi.org/10.1080/02702711.2016.1216489
  • Seipel, B., Kennedy, P. C., Carlson, S. E., Clinton-Lisell, V., & Davison, M. L. (2023). MOCCA-college: Preliminary validity evidence of a cognitive diagnostic reading comprehension assessment. Journal of Learning Disabilities, 56(1), 58–71. https://doi.org/10.1177/00222194221121340
  • van den Broek, P., Bohn-Gettler, C., Kendeou, P., Carlson, S., & White, M. J. (2011). When a reader meets a text: The role of standards of coherence in reading comprehension. In M. T. McCrudden, J. Magliano, & G. J. Schraw (Eds.), Text relevance and learning from text relevance and learning from text (pp. 123–139). Information Age.
  • van den Broek, P., Espin, C., McMaster, K., & Helder, A. (2017). Developing reading comprehension interventions: Perspectives from theory and practice. In E. Segers & P. W. van den Broek (Eds.), Developmental perspectives in written language and literacy (pp. 85–102). John Benjamins Publishing Company.
  • van den Broek, P., & Helder, A. (2017). Cognitive processes in discourse comprehension: Passive processes, reader-initiated processes, and evolving mental representations. Discourse Processes, 54(5–6), 360–372. https://doi.org/10.1080/0163853X.2017.1306677
  • van den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory & Cognition, 29(8), 1081–1087. https://doi.org/10.3758/bf03206376
  • van den Broek, P., Mcmaster, K. L., Rapp, D. N., Kendeou, P., Espin, C., & Deno, S. L. (2006). Connecting cognitive science and educational practice to improve reading comprehension. Institute of Education Sciences Research Conference, Washington, DC.
  • van den Broek, P., Mouw, J. M., & Kraal, A. (2016). Individual differences in reading comprehension. In P. Afferbach (Ed.), Handbook of individual differences in reading: Reader, text, and context (pp. 138–150). Taylor & Francis.
  • Wijekumar, K., Meyer, B. J., Lei, P., Beerwinkle, A. L., & Joshi, M. (2020). Supplementing teacher knowledge using web‐based intelligent tutoring system for the text structure strategy to improve content area reading comprehension with fourth‐and fifth‐grade struggling readers. Dyslexia, 26(2), 120–136. https://doi.org/10.1002/dys.1634
  • Willson, V. L., & Putnam, R. R. (1982). A meta-analysis of pretest sensitization effects in experimental design. American Educational Research Journal, 19(2), 249–258. https://doi.org/10.3102/00028312019002249

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.