Exploring Reading Comprehension Skill Relationships through the G-DINA Model

Autor/inn/en	Chen, Huilin; Chen, Jinsong
Titel	Exploring Reading Comprehension Skill Relationships through the G-DINA Model
Quelle	In: Educational Psychology, 36 (2016) 6, S.1049-1064 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1076764
Schlagwörter	Reading Comprehension; Reading Skills; Models; Foreign Countries; English; Achievement Tests; International Assessment; Secondary School Students; Problem Solving; Learning Strategies; Cognitive Structures; Cognitive Tests; Reading Tests; Goodness of Fit; Test Items; Item Response Theory; United Kingdom (Great Britain); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leseverstehen; Reading skill; Lesefertigkeit; Analogiemodell; Ausland; English language; Englisch; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive structure; Kognitive Struktur; Kognitiver Fähigkeitstest; Lesetest; Test content; Testaufgabe; Item-Response-Theorie
Abstract	By analysing the test data of 1029 British secondary school students' performance on 20 Programme for International Student Assessment English reading items through the generalised deterministic input, noisy "and" gate (G-DINA) model, the study conducted two investigations on exploring the relationships among the five reading comprehension skills defined by six English language experts. Skill groups, skill types and conflicting relationship were discovered in the investigation about the relationship among reading comprehension skills as part of the cognitive structure of the examinees, which provided insights into the sequence of reading skill training. The investigation about the relationship among reading comprehension skills in the problem-solving process, conducted at the item level, conceptualised skill relationship patterns as strategies for solving items. The study also demonstrated that saturated G-DINA model catered to the characteristics of reading comprehension skills and could be applied to tests involving highly interactive and hierarchical skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01