Abstract
This study investigated the effects of imposing task- or process-oriented reading behaviors on reading comprehension assessment performance. Students in grades 5–8 (N = 275) were randomly assigned to hear multiple-choice items read aloud before or after reading a test passage and when they were and were not allowed access to the passage while answering items. A confirmatory factor analysis (CFA) found a one-factor model with all test items loading on the comprehension latent variable fit better than treating literal, inferential, and evaluative items as three separate variables. Subsequently, a structural equation model explored whether testing condition or other covariates (state assessment score and student demographics) explained variance in reading comprehension assessment performance. In grades 5–6, significant positive effects were found for students who kept the text while answering items, regardless of whether or not they previewed the items. In grades 7–8, no significant differences were found for the four testing conditions.
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