000			02062nam a2200229Ia 4500
008			180926s2017 xx 000 0 und d
040			_cMANILA TYTANA COLLEGES LIBRARY
100			_aMuijselaar, Marloes M. L.
245		4	_aThe dimensions of reading comprehension in Dutch children : _bis differentiation by text and question type necessary? / _cMarloes M. L. Muijselaar, Nicole M. Swart, Esther G. Steenbeek-Planting, Mienke Droop, Ludo Verhoeven, Peter F. de Jong
260			_cJanuary 2017
336			_atext
337			_aunmediated
338			_avolume
440			_n109 : 1, page 70-83 _aJournal of Educational Psychology
520			_aMany 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			_aPsychology.
650			_aCognitive predictors.
650			_aDimensionality.
650			_aReading comprehension.
942			_2lcc _cA
998			_c82342 _d140705
999			_c78884 _d78884