Measures of Reading Comprehension: A Latent Variable Analysis of the Diagnostic Assessment of Reading Comprehension

By D. Francis, Catherine E. Snow, D. August, Coleen D. Carlson, Jon F. Miller, Aquiles Iglesias. 2006

186 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/42135c27984957510d64b9d5ecbd62927737b23f

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In Developmental and Educational Psychology

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Citations in the corpus

Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “The Diagnostic Assessment of Reading Comprehension (see Francis et al., 2006) assesses students’ inferencing, text memory, recall of knowledge, and the ability to integrate prior knowledge with information in the text.”
Reading Comprehension (2016, background): “Another such control included artificial knowledge in the test items (Francis et al., 2006) or narrative rather than informational texts, which provide more opportunities to present information that is substantially unique to the specific narrative.”
The Components of the Simple View of Reading: A Confirmatory Factor Analysis (2012, background): “…do not all measure the same thing (Keenan, Betjemann, & Olson, 2008), they are differently related to other measures (Cutting & Scarborough, 2006; Francis et al., 2006; Spear-Swerling, 2004), and they may fail to capture variance related to aspects considered important in educational settings…”
Growth and predictors of change in English language learners' reading comprehension (2013, result): “(2008) and the present findings may be due to differences in sample characteristics, or the nature of the reading comprehension measures used in these two studies (Francis et al., 2006; Keenan et al., 2008; Lervåg & Aukrust, 2010).”
Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills (2009, background): “2009; RAND Reading Study Group, 2002), and as a result, there is a renewed interest in the development of theory-based assessments of comprehension (Francis et al., 2006; Francis, Fletcher, Catts, & Tomblin, 2005).”
Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students (2013, methodology): “To measure reading comprehension, we used a Spanish version (EDICOLE) of the Diagnostic Assessment of Reading Comprehension (DARC; August, Francis, Hsu, & Snow, 2006; Francis et al., 2006).”
Processing demands of reading comprehension tests in young readers (2012, background): “Third, previouswork focused predominantly on the investigation of the processing demands of standardized reading comprehension tests (e.g., Bowyer-Crane & Snowling, 2005; Cutting & Scarborough, 2006; Francis et al., 2006; Keenan & Betjemann, 2006; Keenan et al., 2008; Nation & Snowling, 1997).”
Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school (2013, result): “This is curious given that previous research has suggested that decoding is more strongly associated with performance on a cloze exercise (Francis et al., 2006; Keenan et al., 2008).”