| Title: |
Third Graders' Strategy Use and Accuracy on an Expository Text: An Exploratory Study Using Eye Movements |
| Language: |
English |
| Authors: |
Kathryn A. Tremblay; Katherine S. Binder (ORCID 0000-0003-0711-5751); Scott P. Ardoin (ORCID 0000-0003-2176-4221); Armani Talwar (ORCID 0000-0003-0338-5906); Elizabeth L. Tighe (ORCID 0000-0002-0593-0720) |
| Source: |
Grantee Submission. 2021. |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2021 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A170036 |
| Document Type: |
Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 3; Primary Education |
| Descriptors: |
Reading Strategies; Eye Movements; Expository Writing; Grade 3; Elementary School Students; Accuracy; Multiple Choice Tests; Difficulty Level; Prediction; Reading Comprehension; Reading Tests; Short Term Memory; Reading Fluency; Word Recognition; Decoding (Reading); Test Items; Error Patterns; Comparative Analysis; Reading Motivation; Diagnostic Tests; Achievement Tests |
| Assessment and Survey Identifiers: |
Woodcock Reading Mastery Test; Measures of Academic Progress |
| DOI: |
10.1111/1467-9817.12369 |
| Abstract: |
Background: Of the myriad of reading comprehension (RC) assessments used in schools, multiple-choice (MC) questions continue to be one of the most prevalent formats used by educators and researchers. Outcomes from RC assessments dictate many critical factors encountered during a student's academic career, and it is crucial that we gain a deeper understanding of the nuances of these assessments and the types of skills needed for their successful completion. The purpose of this exploratory study was to examine how different component skills (i.e., decoding, word recognition, reading fluency, RC and working memory) were related to students' response accuracy as they read a text and responded to MC questions. Methods: We monitored the eye movements of 73 third graders as they read an expository text and answered MC questions. We investigated whether the component skills differentially predicted accuracy across different question types and difficulty levels. Results: Results indicated that readers who answered MC questions correctly were able to identify when they needed to reread the text to find the answer and were better able to find the relevant area in the text compared with incorrect responders. Incorrect responders were less likely to reread the text to find the answer and generally had poorer precision when attempting to locate the answer in the text. Finally, the component skills relied upon by readers to answer RC questions were related to the type and difficulty of the questions. [This paper was published in "Journal of Research in Reading" v44 p737-756 2021.] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2024 |
| Accession Number: |
ED639845 |
| Database: |
ERIC |