Developing and validating instructionally relevant reading competency profiles measured by the critical reading section of the SAT Reasoning Test™

Arthur VanderVeen, Kristen Huff, Mark Gierl, Danielle S. McNamara, Max Louwerse, Arthur C Graesser

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Abstract

This study investigated whether the SAT Reasoning Test™ critical reading section would support categorizing students into reading competency profiles that could be matched to reading comprehension instructional treatments. We conducted task analyses of the reading comprehension processes required to successfully answer test items on the SAT® critical reading section and developed 5 reading comprehension skills categories. Multidimensional statistical analyses of examinee item response patterns confirmed that the SAT critical reading section measures differential performance on 4 of the 5 skills categories: (a) Word Meaning, (b) Sentence Meaning, (c) Global Text Meaning, and (d) Pragmatic Meaning. Further research is proposed to investigate whether the skill categories can be combined into reading competency profiles that represent differential competencies in lower level, text-processing skills versus higher level, integrative skills
Original languageEnglish
Title of host publicationReading comprehension strategies
Subtitle of host publicationTheories, interventions, and technologies
EditorsD.S. McNamara
Place of PublicationMahwah
PublisherLawrence Erlbaum Associates
Chapter6
Pages137-172
ISBN (Print)9780805859669
Publication statusPublished - 2007
Externally publishedYes

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VanderVeen, A., Huff, K., Gierl, M., McNamara, D. S., Louwerse, M., & Graesser, A. C. (2007). Developing and validating instructionally relevant reading competency profiles measured by the critical reading section of the SAT Reasoning Test™. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 137-172). Mahwah: Lawrence Erlbaum Associates.