Carlson Sarah E, Clinton-Lisell Virginia, Taylor Terrill, Ness-Maddox Heather, Dahl Amanda, Davison Mark L, Seipel Ben
Georgia State University, Atlanta, USA.
Educational Foundations and Research, University of North Dakota, 231 Centennial Ave., Grand Forks, ND, 58202, USA.
J Psycholinguist Res. 2025 May 3;54(3):27. doi: 10.1007/s10936-025-10144-6.
The purpose of this study was to validate a novel reading comprehension assessment for college students named MOCCA-College. A random sample of college students (N = 63, average age of 22.5) were recruited from various education programs (e.g., first-year courses, TRIO, SONA) and completed MOCCA-College Online and were later recruited to complete face-to-face think-aloud and recall tasks, as well as standardized assessments such as the Nelson-Denny Reading Test (NDRT) and the Test of Word Reading Efficiency (TOWRE-2). Based on the think-aloud findings, correct answers on MOCCA-College were associated with meaningful connections to background knowledge. Incorrect answers were associated with irrelevant connections to background knowledge that are not helpful for comprehension. Moreover, efficiency on MOCCA-College (seconds per correct answer) demonstrated criterion validity based on the NDRT and TOWRE-2. Future research and analyses may examine assessment development, particularly for identifying nuanced individual differences in college readers' comprehension.
本研究的目的是验证一种针对大学生的名为MOCCA-College的新型阅读理解评估方法。从各种教育项目（如一年级课程、TRIO、SONA）中随机抽取了一批大学生（N = 63，平均年龄22.5岁），他们完成了在线MOCCA-College测试，之后又被招募来完成面对面的出声思考和回忆任务，以及标准化评估，如纳尔逊-丹尼阅读测试（NDRT）和单词阅读效率测试（TOWRE-2）。基于出声思考的结果，MOCCA-College上的正确答案与对背景知识的有意义联系相关。错误答案与对背景知识的无关联系相关，这些联系对理解没有帮助。此外，基于NDRT和TOWRE-2，MOCCA-College的效率（每题正确答案所用时间）显示出效标效度。未来的研究和分析可能会考察评估发展，特别是用于识别大学读者理解方面细微的个体差异。
