MARC details
| 000 -LEADER |
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| fixed length control field |
02062nam a2200229Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
180926s2017 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Muijselaar, Marloes M. L. |
| 245 #4 - TITLE STATEMENT |
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| Title |
The dimensions of reading comprehension in Dutch children : |
| Remainder of title |
is differentiation by text and question type necessary? / |
| Statement of responsibility, etc. |
Marloes M. L. Muijselaar, Nicole M. Swart, Esther G. Steenbeek-Planting, Mienke Droop, Ludo Verhoeven, Peter F. de Jong |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Date of publication, distribution, etc. |
January 2017 |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Number of part/section of a work |
109 : 1, page 70-83 |
| Title |
Journal of Educational Psychology |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
Many recent studies have aimed to demonstrate that specific types of reading comprehension depend on different underlying cognitive abilities. In these studies, it is often implicitly assumed that reading comprehension is a multidimensional construct. The general aim of this study was to examine the dimensionality of a large pool of reading comprehension items differing according to text and question type. The items were administered to 996 fourth-grade children. We used multitrait, multimethod modeling to test for the existence of specific text and question types. In addition, the correlations of factor scores, reflecting the different measures of reading comprehension, with word reading speed, vocabulary, and working memory were examined. Confirmatory factor analyses revealed that the specific measures of comprehension, differing according to text and question type, hardly reflected systematic variation, after a general factor of reading comprehension was taken into account. Reading comprehension items thus largely reflect a common factor. Factor scores that were supposed to reflect specific comprehension factors were not reliable and were hardly related to word reading speed, vocabulary, and working memory. |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Cognitive predictors. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Dimensionality. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Reading comprehension. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| Cataloger's initials, CIN (RLIN) |
82342 |
| First Date, FD (RLIN) |
140705 |
