一种用于确定三、七、十年级阅读理解技能中预测变量重要性的优势分析方法。
A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.
作者信息
Tighe Elizabeth, Schatschneider Christopher
机构信息
Florida Center for Reading Research, Florida State University.
出版信息
Read Writ. 2014 Jan;27(1):101-127. doi: 10.1007/s11145-013-9435-6.
The purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed that for third grade, the best fit was a four-factor solution including Fluency, Verbal Reasoning, Nonverbal Reasoning, and Working Memory factors. For seventh and tenth grade, three-factor solutions with Fluency, Reasoning, and Working Memory factors were the best fit. The three and four-factor models were used in separate dominance analyses for each grade to rank order the factors by predictive importance to reading comprehension. Results indicated that Fluency and Verbal Reasoning were the most important predictors of third grade reading comprehension. For seventh grade, Fluency and Reasoning were the most important predictors. By tenth grade, Reasoning was the most important predictor of reading comprehension. Working Memory was the least predictive of reading comprehension across all grade levels. These results suggest that inferential reasoning skills become an important contributor to reading comprehension at increasing grade levels.
本研究的目的是调查三年级、七年级和十年级学生中各种认知预测因素对阅读理解的贡献，并按重要性进行排序。探索性因素分析表明，对于三年级学生，最佳拟合是一个四因素模型，包括流畅性、言语推理、非言语推理和工作记忆因素。对于七年级和十年级学生，最佳拟合是一个三因素模型，包括流畅性、推理和工作记忆因素。这三个和四个因素模型分别用于每个年级的优势分析，以按对阅读理解的预测重要性对因素进行排序。结果表明，流畅性和言语推理是三年级阅读理解最重要的预测因素。对于七年级学生，流畅性和推理是最重要的预测因素。到十年级时，推理是阅读理解最重要的预测因素。在所有年级水平中，工作记忆对阅读理解的预测性最小。这些结果表明，随着年级的升高，推理技能成为阅读理解的一个重要贡献因素。
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