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Measuring Comprehension Growth in Young Children: Problems and Pitfalls
Patricia Mathes, Ph.D. Southern Methodist University Institute for Reading Research November 12, 2004 Washington, DC © SMU Institute for Reading Research
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The Problem Few, if any, measures adequately measure if children, who are still beginning readers, are making growth in their ability to comprehend text, beyond their ability to decode that text. © SMU Institute for Reading Research
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Role of Decoding Early measures of comprehension are highly correlated to measures of word reading. © SMU Institute for Reading Research
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Correlations among outcome variables
1. SAT 9 Comp. 2. Oral Read Rate .62 3. Word Efficiency 4. Word Ident 5. Passage Comp 6. TPRI comp 7. NonW Effic 8. Word Attack 9. Verbal IQ © SMU Institute for Reading Research
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Time Matters Measures that appear to have promise, also require additional time. If comprehension is only one of many outcomes being assessed, then each assessment cannot take long or children become fatigued. © SMU Institute for Reading Research
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Examples from Research
Intervention 1: Comprehensive small group intervention incorporating: Phonemic awareness, Alphabetic knowledge and skills, Text fluency, vocabulary, and Comprehension strategy work. © SMU Institute for Reading Research
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Comprehension Strand Browse the Book and Set purpose Self-monitoring
Retelling – sequencing Main idea Story grammar (narrative) Knowledge Charting (expository) © SMU Institute for Reading Research
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Outcomes Study 1: Word Attack 112 Word Identification 105
Effect Size Study 1: Word Attack 112 Word Identification 105 Passage Comprehension 99 Study 2: Word Attack Word Identification Passage Comprehension Means © SMU Institute for Reading Research
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Percent of Children who achieved scores below 30th percentile
Intervention Typical Practice Study 1 Passage Comprehension % (2%) 24% Study 2 Comprehension % (3%) 29% © SMU Institute for Reading Research
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Examining Passage Comprehension
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Examining Passage Comprehension
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Examining Passage Comprehension
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Examining Passage Comprehension
Less common spelling patterns © SMU Institute for Reading Research
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Examining Passage Comprehension
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Examining Passage Comprehension
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Conclusions Woodcock Passage Comprehension may not be sensitive.
Decoding difficulty increases quickly, but not level of meaning processing. Researchers should be using other measures. But what should these measures be? © SMU Institute for Reading Research
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