Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension

By J. Keenan, Rebecca S. Betjemann, R. Olson. 2008

704 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/dc59f418b414f83475f99091e87bba288f980d23

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Cloze Tests May be Quick, But Are They Dirty? Development and Preliminary Validation of a Cloze Test of Reading Comprehension (2013, background): “Previous research indicates that many published cloze tests are highly sensitive to decoding and word level processes, and not very sensitive to higher-order comprehension processes (e.g., 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).”
Decoding and Reading Comprehension (2014, background): “Several studies show this pattern (Ashbaker & Swanson, 1996; Curtis, 1980; Keenan et al., 2008; Swanson & Berninger, 1995), and indeed, in the Oakhill et al.”
The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, background): “There is strong evidence that the way that comprehension is assessed will influence the evaluation of the SVR: some measures of reading comprehension are more dependent on decoding skills than others (e.g., Cutting and Scarborough 2006; Keenan et al. 2008) or tap different aspects of language compre”
How Can Students Improve Their Reading Comprehension Skill (2016, background): “Keenan, Betjemann, and Olson (2008) expressed that reading comprehension needs the successful expansion and arrangement of a lot of lower-and higher-level processes and skills.”
Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. (2011, background): “…research to include multiple measures of reading comprehension (SpearSwerling, 2004), particularly those that draw on listening comprehension to an even greater extent and that include other methods of measurement beyond the cloze format (such as the Gray Oral Reading Test; Keenan et al., 2008).”
Development of a new reading comprehension assessment: Identifying comprehension differences among readers (2014, background): “In fact, researchers have provided evidence that such approaches assess decoding or sentence level comprehension, rather than discourse level comprehension (Francis, Fletcher, Catts, & Tomblin, 2005; Keenan et al., 2008; Nation& Snowling, 1997).”
Fluency Has a Role in the Simple View of Reading (2013, background): “In any event, a reasonable course is to include multiple indicators of reading comprehension given the complexity of the construct (Keenan et al., 2008).”
Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students’ Reading Fluency and Comprehension (2017, background): “As such, there are many different ways to assess it (Pearson and Hamm 2005) and studies have demonstrated that students ’ outcomes on comprehension measures vary considerably, depending on the measure used (Conradi et al. 2016; Keenan et al. 2008).”
Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities (2019, background): “The pattern displayed by Curtis is common among students with dyslexia as well as other poor decoders who have good compensatory abilities in areas such as broad language abilities and vocabulary knowledge (Keenan et al., 2008).”
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, result): “Other recent studies demonstrate more generally that word reading skills do not contribute equally to all assessments of reading comprehension ( Cutting & Scarborough, 2006 ; Keenan, Betjemann, & Olson, 2008 ).”