Abstract
The validity of two measures of English reading comprehension was examined across three different groups of English language learners (ELLs; 64 Portuguese, 66 Spanish and 65 Cantonese). All three groups were achieving within the average range in second grade. An exploratory principal components analysis of reading skills was carried out to determine which skills were related to two commonly used tests of reading comprehension, the Woodcock Language Proficiency Battery’s test of Passage Comprehension (WLPB-PC; Woodcock, 1991) and the Gray Oral Reading Test-4 (GORT-4; Wiederholt & Bryant, 2001). The factor solutions were different for the three language groups but showed many similarities in that the GORT-4 and WLPB-R tests of reading comprehension fell on the same factor within each group. Hierarchical regression analyses examining relationships among vocabulary, decoding and reading comprehension showed that language group membership did not significantly predict performance on either measure of reading comprehension. Differences that arose are likely due to issues with task validity and not ELL status. Limitations and future research are discussed.
Published Version
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