Bogaert Rielke, Merchie Emmelien, Rosseel Yves, Van Keer Hilde
Department of Educational Studies, Ghent University, Ghent, Belgium.
Department of Data-analysis, Ghent University, Ghent, Belgium.
Front Psychol. 2023 Jan 4;13:1016761. doi: 10.3389/fpsyg.2022.1016761. eCollection 2022.
Late elementary education constitutes a critical period in the development of reading comprehension strategies, a key competence in today's society. However, to date, appropriate measurements to map late elementary students' reading strategies are lacking. In this respect, the present article first describes the development and validation of the 26-item reading comprehension strategies questionnaire (RCSQ). To this aim, exploratory (sample 1: = 1585 students) and confirmatory (sample 2: = 1585 students) factor analyses were conducted. These analyses resulted in the RCSQ, consisting of five subscales: (1) overt cognitive reading strategies, (2) covert cognitive reading strategies, (3) monitoring, and (4) evaluating. For non-native and bilingual students, a fifth subscale 'using home language in view of comprehending texts' emerged. Second, multilevel analyses were performed to explore individual differences in late elementary students' reading comprehension strategy use. Implications for practice and future research are discussed.
小学高年级教育是阅读理解策略发展的关键时期，而阅读理解策略是当今社会的一项关键能力。然而，迄今为止，尚缺乏用于描绘小学高年级学生阅读策略的适当测评方法。在这方面，本文首先描述了包含26个项目的阅读理解策略问卷（RCSQ）的编制与验证过程。为此，进行了探索性因素分析（样本1：n = 1585名学生）和验证性因素分析（样本2：n = 1585名学生）。这些分析得出了RCSQ，它由五个子量表组成：（1）显性认知阅读策略，（2）隐性认知阅读策略，（3）监控，以及（4）评价。对于非母语学生和双语学生，出现了第五个子量表“鉴于理解文本而使用母语”。其次，进行了多层次分析，以探究小学高年级学生在阅读理解策略运用方面的个体差异。文中还讨论了对实践和未来研究的启示。
