Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences

Abstract

AbstractThe deep cloze test was developed by Jensen and Elbro (Read Writ Interdiscip J 35(5):1221–1237, 2022. https://doi.org/10.1007/s11145-021-10230-w) to assess reading comprehension at the level of global situational understanding. In two independent studies, we examined potential contributors to students’ scores on the deep cloze reading comprehension test, as well as the predictability of students’ scores on this measure for their course achievement and integrated text understanding measured with an open-ended written comprehension assessment. Results showed that students’ language background, word recognition skills, and working memory resources explained unique portions of the variance in students’ scores on the deep cloze reading comprehension test. Further, scores on this test were positively correlated with students’ course achievement and uniquely predicted their integrated text understanding when language background, working memory, and prior topic knowledge were controlled for. Taken together, our findings support an interpretation of the deep cloze reading comprehension test as an effective and efficient measure of situation level understanding that draws on language skills, word level processes, and working memory resources and also can be used to predict students’ performance on important criterial tasks requiring deeper level understanding.