Seipel Ben, Kennedy Patrick C, Carlson Sarah E, Clinton-Lisell Virginia, Davison Mark L
California State University, Chico, USA.
University of Oregon, Eugene, USA.
J Learn Disabil. 2023 Jan-Feb;56(1):58-71. doi: 10.1177/00222194221121340. Epub 2022 Sep 5.
As access to higher education increases, it is important to monitor students with special needs to facilitate the provision of appropriate resources and support. Although metrics such as the "reading readiness" ACT (formerly American College Testing) of provide insight into how many students may need such resources, they do not specify a student may need support or how to provide that support. Increasingly, students are bringing reading comprehension struggles to college. Multiple-choice Online Causal Comprehension Assessment-College (MOCCA-College) is a new diagnostic reading comprehension assessment designed to identify who is a poor comprehender and also diagnose they are a poor comprehender. Using reliability coefficients, receiver-operating characteristic curve analysis, and correlations, this study reports findings from the first year of a 3-year study to validate the assessment with 988 postsecondary students who took MOCCA-College, a subset of whom also provided data on other reading assessments (i.e., ACT, = 377; Scholastic Aptitude Test [SAT], = 192; and Nelson-Denny Reading Test [NDRT], = 78). Despite some limitations (e.g., the sample is predominantly females from 4-year institutions), results indicate that MOCCA-College has good internal reliability, and scores are correlated with other reading assessments. Through a series of analyses of variance (ANOVAs), we also report how students identified by MOCCA-College as good and poor comprehenders differ in terms of demographics, cognitive processes used while reading, overall comprehension ability, and scores on admissions tests. Findings are discussed in terms of using MOCCA-College to help gauge which students may be at risk of reading comprehension difficulties, identify why they may be struggling, and inform directions in actionable instructional changes based on comprehension processing data.
随着接受高等教育的机会增加，监测有特殊需求的学生以促进提供适当的资源和支持变得很重要。尽管诸如美国大学考试（ACT，前身为美国大学测验）的“阅读准备度”等指标能让我们了解有多少学生可能需要此类资源，但它们并未明确指出学生为何可能需要支持或如何提供这种支持。越来越多的学生在大学阶段面临阅读理解方面的困难。在线因果关系阅读理解评估-大学版（MOCCA-College）是一种新的诊断性阅读理解评估工具，旨在识别谁是阅读理解能力差的学生，并诊断他们为何阅读理解能力差。本研究使用信度系数、接收者操作特征曲线分析和相关性分析，报告了一项为期3年研究的第一年的结果，该研究对988名参加MOCCA-College的高等院校学生进行了评估，其中一部分学生还提供了其他阅读评估的数据（即ACT，n = 377；学术能力评估测试 [SAT]，n = 192；以及纳尔逊-丹尼阅读测试 [NDRT]，n = 78）。尽管存在一些局限性（例如，样本主要是来自四年制院校的女性），但结果表明MOCCA-College具有良好的内部信度，且分数与其他阅读评估相关。通过一系列方差分析（ANOVA），我们还报告了被MOCCA-College认定为阅读理解能力强和弱的学生在人口统计学特征、阅读时使用的认知过程、整体理解能力以及入学考试成绩方面的差异。我们将根据阅读理解处理数据，讨论如何利用MOCCA-College来帮助判断哪些学生可能存在阅读理解困难的风险，确定他们可能遇到困难的原因，并为可行的教学变革提供指导方向。
