Standardized Reading Comprehension Test Research Articles

The Effects of Question-Answer-Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third-Grade Students

Despite many school reform initiatives designed to ensure reading proficiency for all students, recent reports from the National Assessment of Educational Progress (NAEP) reveal that only 37 percent of fourth-grade students and only 34 percent of eighth-grade students performed at or above the proficiency levels measured in reading (NAEP, 2017). This quantitative study used a non-equivalent control group design to examine the impact of direct instruction of the Question-Answer-Relationship (QAR) strategy on standardized reading test scores of third-grade students. It also specifically examined the impact of direct instruction of the QAR strategy on traditionally underserved students' standardized test scores. A two-way Analysis of Covariance (ANCOVA) was conducted. Adjusted marginal mean post-test scores in the group receiving treatment of the QAR strategy (64.580) were higher than the mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of historically underserved students showed no significant differences (60.05 and 60.90, respectively). In addition, adjusted marginal mean post-test scores of historically underserved and non-historically underserved students who received QAR instruction showed no significant differences (54.48 and 58.29).

Digital Reading Comprehension: Multimodal and Monomodal Inputs under Debate

In today’s digital context, it is essential for students’ academic and personal development to improve their digital reading comprehension. A comparative analysis of digital reading comprehension between three modalities is presented: dual (multimodal), auditory, and visual (monomodal). We used an experimental design and a standardized test (PROLEC-SE-R) of reading comprehension administered to 132 secondary school students in their first language. The quantitative analysis, which considered age, gender, and academic achievement, shows that there are significant differences in favor of dual modality or multimodality in digital reading comprehension. This shows that multimodality improves the level of digital reading comprehension the most. In particular, there is a significant difference in favor of the literal level of digital reading comprehension compared to the inferential level in all modalities studied (dual, auditory, visual). This yields pedagogical implications for optimizing digital reading comprehension.

Piloting a T-Shaped Approach to Develop Primary Students’ Close Reading and Writing of Literary Texts

AbstractThe study was a pilot intervention to develop Year 5–8 students’ close reading and writing of literary texts using the T-Shape Literacy Model (Wilson and Jesson in Set Res Inf Teach 1:15–22, 2019). Students analysed text sets to explore how different authors use language to engender mood and atmosphere. The study used a single-subject design logic for repeated researcher-designed and a quasi-experimental, matched control group design for repeated standardised measures of reading and writing. Nine teachers and their classes participated. The schools were part of a large school improvement programme using digital tools and pedagogy to accelerate students’ learning participated that the authors were research-practice partners in. The schools all served low socio-economic status communities and the majority of students were Māori (51%) and Pacific (28%). There was a large effect size on the overall score for the researcher-designed measure (effect size = 1.00) and for the close reading of single texts sub-score (effect size = 0.90). There was a moderate-to-high effect for students’ identification of language features (effect size = 0.75) but no significant effect on their synthesis scores. Students in the intervention significantly outperformed matched control group students in the standardised writing post-test (effect size = 0.65) but differences for the standardized reading comprehension test were not significant (effect size = 0.15). Results overall suggest the approach has promise for improving the metalinguistic knowledge, literary analysis and creative writing of younger and historically underserved groups of students.

Effects of Peer-tutoring on the Level of Reading Comprehension of Young Learners

Reading and reading comprehension are interrelated skills; both of which learner need to advance in the higher educational years. However, this is not the case for many Filipino children in one barangay of Claveria, Misamis Oriental. Hence, this research measured the reading comprehension levels of learners between 8 and 14 years old, classified them into independent, instructional, and frustrated, and determined whether peer tutoring would increase their level of comprehension. The study utilized a one-group pre-test-post-test design and the standardized reading comprehension test Philippine Informal Reading Inventory (Phil-IRI). Research findings reveal that 4 out of 29 respondents are within the “instructional” level of reading comprehension, 1 out of 29 is “independent” and the remaining 24 young learners are within the “frustrated” level of reading comprehension during the pre-test. After the intervention, 4 achieved “independent” level of reading comprehension, another 4 are “instructional” while the remaining 21 remained in the “frustrated” level. The paired-t test results show that there is no statistically significant difference between the pre-test and post-test; however, this does not mean peer-tutoring is ineffective. With the limitations of the study, it is suggested to have a longer period for peer-tutoring or peer-led intervention.

Effects of Test Mode and Medium on Elementary School Students’ Test Experience

Abstract: The use of digital media in education can bring great benefits and its use in schooling is steadily increasing. Administrating paper- versus computer-based as well as fixed-item versus adaptive tests could create differences in test experience, which can threaten the comparability of test results. This study investigated how the pen-and-paper, computer-based, and computer-adaptive test formats of a standardized reading comprehension test affect test anxiety and motivation among German fourth-grade students. A within-class randomized field trial with 387 fourth graders (aged: 9–10 years; 46.3% female) was conducted. Repeated-measures analysis of covariance (ANCOVA) revealed no differences in state test anxiety between the test formats when controlling for trait test anxiety and pre-test state anxiety, but state reading motivation was initially higher when reading on a screen, controlling for trait reading motivation. However, this difference diminishes over the course of the test. Implications for using digital media in elementary school test situations are discussed.

Associations between sleep, reading, and mathematics in Taiwanese children.

Some research shows a link between sleep behaviours and school achievement in English-speaking children and adolescents. The current study aimed to examine the relationship between children's sleep behaviours and aspects of their school achievement in Mandarin-speaking children who are living in Taiwan. The present study reports on 69 second-grade children (age range=6.84-8.4 years) recruited in Taipei City, Taiwan. Children's sleep behaviours were assessed through two standardized parent self-report questionnaires: the Children's Sleep Habits Questionnaire (CSHQ) and the Sleep Disturbance Scale for Children (SDSC). Children undertook three standardized tests of word reading, reading comprehension and math. Key findings include: (i) sleep disturbances are more prevalent when using the CSHQ scale than the SDSC scale, (ii) around half of second graders struggle with general sleep disturbances as observed by the CSHQ scale, (iii) children who go to bed before 22:00 and have at least 9-h sleep tend to exhibit fewer sleep disturbances, (iv) parasomnias as measured by the CSHQ are negatively correlated with reading comprehension after controlling age and nonverbal IQ, and (v) the amount of sleep (naps) during daytime is negatively correlated with Chinese character recognition, reading comprehension and math after controlling age and nonverbal IQ. There is growing awareness of the value of research that spans culturally and linguistically diverse populations. Our study contributes to ongoing discussions about the relationship between sleep, and skills in reading and math in school-aged children in Taiwan.

<p>Effects of Reading Motivation and Meta-comprehension on the Reading Comprehension of Students with Intellectual Disabilities</p>

Introduction. Reading comprehension is an essential skill to achieve autonomy and independence within our literate society. Unfortunately, several studies show that students with intellectual disabilities tend to achieve low reading levels. In normotypical students, the influence of reading motivation and metacomprehension habilities on reading comprehension has been extensively studied. In this sense, it is interesting and innovative to explore the influence of these variables on the population of students with IDs. Method. The present research had two main objectives: 1) to describe the level of reading motivation and meta-comprehension skills present in students with intellectual disabilities (N=27); and 2) to predict the impact of these variables on their performance in reading. A standardized reading comprehension test (LECTUM), the Motivation for Reading Questionnaire (MRQ), and different instruments to assess aspects of Metacomprehension (metacomprehension inventory, inconsistency detection test and confidence in performance judgments) were applied. Results. The analysis of the data through descriptive statistics allowed characterizing the performance of the students in each of the variables considered. In turn, the stepwise linear regression analysis showed that, together, the total number of inconsistencies detected as a measure of metacomprehension monitoring and two dimensions of metacognitive knowledge (knowledge about cognition and regulation after problematic understanding), predict 67% of the variability in participants’ reading comprehension performance. Discussion and Conclusion. Implications for special educational practice and reading comprehension theory are discussed.

Effects of mode and medium in reading comprehension tests on cognitive load

Digital media are becoming increasingly prevalent in the assessment of student achievement. Assessments that use digital media rather than pencil-and-paper (PPT) present the test materials on a screen (computer-based test: CBT) and can apply adaptive testing procedures (computer adaptive test: CAT). Based on cognitive load theory, presentation differences between the screen and paper might impact the cognitive load experienced during a reading comprehension test. In addition, working memory resource depletion might be indicative of an accumulation of cognitive load over the course of a test. Due to their active alignment of item difficulty and person ability, cognitive load might increase more in CATs than in PPTs or CBTs. Research has mostly compared test scores resulting from these different test formats, while systematic differences in the testing experience, such as experienced cognitive load, have received less scholarly attention. This study investigated how the three test formats of PPT, CBT, CAT affect examinees' level of experienced cognitive load in the middle and at the end of a reading comprehension test. In a between- and within-subject design, 212 German fourth graders (age: M = 9.44, SD = 0.59) were randomly assigned to a standardized reading comprehension test administered in one of the three test formats (between-subject: CBT, CAT, or PPT). Linear mixed-effects models revealed no significant mean differences in experienced cognitive load between the three test conditions, but a higher rate of increase in cognitive load in the adaptive test, although the effects were relatively small. Implications for future reading comprehension assessments using digital media are discussed.

Effects of Segmental and Suprasegmental Speech Perception on Reading in Pediatric Cochlear Implant Recipients.

The aim of this study was to determine whether suprasegmental speech perception contributes unique variance in predictions of reading decoding and comprehension for prelingually deaf children using two devices, at least one of which is a cochlear implant (CI). A total of 104, 5- to 9-year-old CI recipients completed tests of segmental perception (e.g., word recognition in quiet and noise, recognition of vowels and consonants in quiet), suprasegmental perception (e.g., talker and stress discrimination, nonword stress repetition, and emotion identification), and nonverbal intelligence. Two years later, participants completed standardized tests of reading decoding and comprehension. Using regression analyses, the unique contribution of suprasegmental perception to reading skills was determined after controlling for demographic characteristics and segmental perception performance. Standardized reading scores of the CI recipients increased with nonverbal intelligence for both decoding and comprehension. Female gender was associated with higher comprehension scores. After controlling for gender and nonverbal intelligence, segmental perception accounted for approximately 4% and 2% of the variance in decoding and comprehension, respectively. After controlling for nonverbal intelligence, gender, and segmental perception, suprasegmental perception accounted for an extra 4% and 7% unique variance in reading decoding and reading comprehension, respectively. Suprasegmental perception operates independently from segmental perception to facilitate good reading outcomes for these children with CIs. Clinicians and educators should be mindful that early perceptual skills may have long-term benefits for literacy. Research on how to optimize suprasegmental perception, perhaps through hearing-device programming and/or training strategies, is needed.

Association of Neonatal Hypoglycemia With Academic Performance in Mid-Childhood

Neonatal hypoglycemia is associated with increased risk of poor executive and visual-motor function, but implications for later learning are uncertain. To test the hypothesis that neonatal hypoglycemia is associated with educational performance at age 9 to 10 years. Prospective cohort study of moderate to late preterm and term infants born at risk of hypoglycemia. Blood and masked interstitial sensor glucose concentrations were measured for up to 7 days. Infants with hypoglycemic episodes (blood glucose concentration <47 mg/dL [2.6 mmol/L]) were treated to maintain a blood glucose concentration of at least 47 mg/dL. Six hundred fourteen infants were recruited at Waikato Hospital, Hamilton, New Zealand, in 2006-2010; 480 were assessed at age 9 to 10 years in 2016-2020. Hypoglycemia was defined as at least 1 hypoglycemic event, representing the sum of nonconcurrent hypoglycemic and interstitial episodes (sensor glucose concentration <47 mg/dL for ≥10 minutes) more than 20 minutes apart. The primary outcome was low educational achievement, defined as performing below or well below the normative curriculum level in standardized tests of reading comprehension or mathematics. There were 47 secondary outcomes related to executive function, visual-motor function, psychosocial adaptation, and general health. Of 587 eligible children (230 [48%] female), 480 (82%) were assessed at a mean age of 9.4 (SD, 0.3) years. Children who were and were not exposed to neonatal hypoglycemia did not significantly differ on rates of low educational achievement (138/304 [47%] vs 82/176 [48%], respectively; adjusted risk difference, -2% [95% CI, -11% to 8%]; adjusted relative risk, 0.95 [95% CI, 0.78-1.15]). Children who were exposed to neonatal hypoglycemia, compared with those not exposed, were significantly less likely to be rated by teachers as being below or well below the curriculum level for reading (68/281 [24%] vs 49/157 [31%], respectively; adjusted risk difference, -9% [95% CI, -17% to -1%]; adjusted relative risk, 0.72 [95% CI, 0.53-0.99; P = .04]). Groups were not significantly different for other secondary end points. Among participants at risk of neonatal hypoglycemia who were screened and treated if needed, exposure to neonatal hypoglycemia compared with no such exposure was not significantly associated with lower educational achievement in mid-childhood.

Individual Differences in Children’s Scientific Reasoning

Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving skills. A sample of 160 upper-primary schoolchildren completed a practical scientific reasoning task that gauged their command of the five component skills and did not require them to read. In addition, children took standardized tests of reading comprehension and numerical ability and completed the Tower of Hanoi task to measure their problem-solving skills. As expected, children differed substantially from one another. Generally, scores were highest for experimenting, lowest for evaluating data and drawing conclusions and intermediate for hypothesizing and inferencing. Reading comprehension was the only predictor that explained individual variation in scientific reasoning as a whole and in all component skills except hypothesizing. These results suggest that researchers and science teachers should take differences between children and across component skills into account. Moreover, even though reading comprehension is considered a robust predictor of scientific reasoning, it does not account for the variation in all component skills.

Η σχέση της μουσικής εκπαίδευσης με τις φωνολογικές και αναγνωστικές δεξιότητες μαθητών προσχολικής και πρώτης σχολικής ηλικίας

The aim of the study was to evaluate the effect of the training of morphological awareness of spelling words by 27 students following 4th and 6th grades of a primary school. They were compared with a group of 26 classmates who did not take part in the intervention. All students were assessed via standardized tests of spelling and reading comprehension and non-standardized tests of analogy and meaning of compounds. The intervention included a pre-test, an educational program and a post-test. Experimental material entailed compound words categorized into two conditions of morphophonological transparency (transparent/ non-transparent) and two conditions of compositionality (Modern Greek/Ancient Greek morphemes). Results showed that the systematic exercise of the morphological structure of words improved students' spelling performance in every compound type. Considerably, non-transparent items entailing ancient morphemes received the highest gains, where students presented the lowest performance before intervention. These findings underline the importance of morphological awareness in the acquisition of spelling of morphologically complex vocabulary, whose teaching is important in the highest grades of primary school.

Η επίδραση των μορφοφωνολογικών αλλαγών στην καλλιέργεια της ορθογραφικής δομής των σύνθετων λέξεων: μια μελέτη παρέμβασης

The aim of the study was to evaluate the effect of the training of morphological awareness of spelling words by 27 students following 4th and 6th grades of a primary school. They were compared with a group of 26 classmates who did not take part in the intervention. All students were assessed via standardized tests of spelling and reading comprehension and non-standardized tests of analogy and meaning of compounds. The intervention included a pre-test, an educational program and a post-test. Experimental material entailed compound words categorized into two conditions of morphophonological transparency (transparent/ non-transparent) and two conditions of compositionality (Modern Greek/Ancient Greek morphemes). Results showed that the systematic exercise of the morphological structure of words improved students' spelling performance in every compound type. Considerably, non-transparent items entailing ancient morphemes received the highest gains, where students presented the lowest performance before intervention. These findings underline the importance of morphological awareness in the acquisition of spelling of morphologically complex vocabulary, whose teaching is important in the highest grades of primary school.

Progress in Helping Children Who are Deaf or Hard of Hearing Achieve Their Potential.

Helping children who are deaf or hard of hearing (DHH) achieve their academic potential has been a priority in the United States since at least 1864, when President Abraham Lincoln signed the charter for what is now Gallaudet University, saying it would provide deaf people “a fair chance in the race of life.”1 Since that time, arguments have raged about how to best educate children who are DHH. Well-known examples include the Milan Congress of 1880, which passed a controversial resolution banning the use of sign language in schools2–4; the Babbidge Report commissioned by Congress in 1965 that stated, “The American people have no reason to be satisfied with their limited success in educating deaf children”5; and multiple recent articles in Pediatrics that have debated how to educate children who are DHH.6–9With >150 years of often angry arguments about the “best way” to educate children who are DHH, it is refreshing and encouraging to read the article in this issue of Pediatrics by Meinzen-Derr et al,10 who demonstrate a different approach for making such decisions. Meinzen-Derr et al10 present the findings of a randomized controlled trial in which they examined two different approaches of providing speech-language therapy to children who are DHH. In their study, they examined the differences in expressive and receptive language outcomes for children who are DHH using a technology-assisted language intervention (TALI) that incorporated augmentative and alternative communication technology into speech-language therapy services delivered via an iPad, compared with a group of similar children who received treatment as usual (TAU) speech-language therapy services. Forty-one children (average age of 6.3 years) with mild to profound hearing loss were randomly assigned to the TALI or the TAU group and received once-a-week speech-language therapy services for 24 weeks. At the beginning and end of the 24 weeks, language samples were collected and analyzed for mean length of utterance in morphemes (MLUm), mean turn length (MTL), and number of different words. Expressive and receptive language scores from the Clinical Evaluation of Language Fundamentals (CELF) were also collected.Children in the TALI group made statistically significantly more progress on all of the measures compared with children in the TAU group. The clinical gains for children in the TALI group compared with the TAU group are particularly noteworthy. Scores for MLUm and MTL are calibrated to reflect the child’s age. Thus, a score of 4.0 represents the MLUm for a child who has just turned 4 years old. Children in the TALI group averaged 4.23 at baseline and 6.06 after 24 weeks: almost 2 years of progress in only 6 months! During that same 24 weeks, children in the TAU group went from 4.23 to 4.49, ∼3 months of growth. Other language sample measures (MTL and number of different words) had similar results.The differences between children in the two groups on their CELF scores were also impressive. Although the authors did not report standardized mean difference effect sizes,11 they are easily calculatable. Differences in CELF scores between the two groups were statistically significant in favor of the TALI group with standardized mean difference effect sizes over a 24 week period of 0.58 for receptive language and 0.34 for expressive language. These are sizable gains over a relatively short time. To illustrate in terms that may be more familiar, the magnitude of the differences between the TALI and the TAU groups are the same as if a third-grader had 1.2 years of progress in just 6 months’ time on a standardized reading comprehension test.12It is also important to note that the services in the TALI group are probably less expensive because the speech-language pathologist in the TALI group only did visits in the home during weeks 1 to 6 and 13 to 18. During weeks 7 to 12 and 19 to 24, parents in the TALI group implemented the lesson plans with the child using the iPad and techniques demonstrated during the previous weeks. In the TAU group, the speech-language pathologist made weekly visits all 24 weeks.Before we get too excited about these findings, it is important to remember that this was a relatively small study with important limitations (most of which were noted by the authors). Notably:These limitations do not invalidate the findings of this important study, but they emphasize the importance of replication. This study is also valuable because the authors demonstrate that systematic, well-implemented research, rather than emotional arguments, is the better way to learn more about the best way to help children who are DHH to reach their potential.

Reading Comprehension Impairment in Children With Neurofibromatosis Type 1 (NF1): The Need of Multimodal Assessment of Attention

Attention span, which has been shown to have an impact on reading quality in many other conditions, is one of the main cognitive disorders of neurofibromatosis type 1 (NF1). The aim of this work is to observe the impact of attention on reading comprehension, in NF1 and non-NF1 children. A multicenter, cross-sectional study was conducted on 150 children (8-12 years old) with or without NF1 (75 NF1 vs 75 non-NF1; 72 female, 78 male), matched for age, sex, handedness, and reading level, thus forming a continuum from good to poor readers in both NF1 and non-NF1 groups. Children with intellectual deficiency or neurologic or psychiatric disorder were excluded. Attentional skills were assessed by combining a parent questionnaire (Child Behavior CheckList) and a performance-based assessment (Conner's Continuous Performance Test-Second Edition). Reading comprehension was assessed through a standardized reading comprehension test (ORLEC Lobrot). The performance-based attention scores were associated with text and sentence comprehension ability (P = .0235 and P = .0164, respectively), while indirect questionnaire attention scores were only associated with sentence comprehension (P = .0263). For both groups, the correlations between questionnaire and performance-based measures were low. We have shown that reading comprehension is greatly influenced by attention in NF1 and non-NF1, even if predictors of good reading comprehension also include IQ score and reading accuracy. Indirect observer-rated questionnaires and direct performance-based measures of attention do not assess the same variables, are linked to different components of reading skills, and are not interchangeable assessments of attention difficulties. Both assessments are complementary and must be used simultaneously, leading to recommendations that support multimodal assessment of attention.

Improving Reading Comprehension in Spanish Using iSTART-E

iSTART-E is a web-based intelligent tutor developed for Spanish-speaking students to improve their reading comprehension through self-explanation strategy training. This study examined the effects of a blended comprehension strategy intervention on students' reading comprehension skill. Chilean high school students (N = 22) completed nine iSTART-E sessions and a face-to-face classroom lesson that included integrative video and additional examples of self-explanation. Survey data indicated that students thought that iSTART-E was useful and that they had improved their reading skills. Critically, this was supported by objective assessment—students' standardized reading comprehension test (Lectum) performance improved from pre-training to post-training. These findings demonstrate promise for the use of iSTART-E as a computer-supported learning environment for Spanish readers.

Profiling children's reading comprehension: A dynamic approach

To profile children's reading comprehension, we developed a dynamic approach with componential abilities (orthographic knowledge, vocabulary, sentence-integration) being assessed within the same texts and provided with feedback in addition to the global comprehension of these texts. In 275 Dutch third to fifth graders, we investigated to what extent the response accuracy for questions on componential abilities on first attempts and after feedback predicted global text comprehension within the same texts as well as the prospective development in a standardized reading comprehension test. We found that global text comprehension was increased by each correctly answered question on a componential ability on first attempts and by each correctly answered sentence-integration question after feedback. The accuracy on first attempts also explained unique variance of the growth in the standardized reading comprehension test. A dynamic approach may thus help to arrive at a better understanding of the profiles of children's reading comprehension.

The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers

Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: The Gates-MacGinitie Reading Test, 4th edition (GMRT), Group Reading Assessment and Diagnostic Evaluation, Gray Oral Reading Test, 5th edition (GORT-5), and the Test of Silent Reading Efficiency and Comprehension (TOSREC). Students’ word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC). Listening comprehension was most important on the GORT-5, a test in which students read passages orally and listen to questions read by an examiner. Working memory was the least important component skill across the reading comprehension tests. Overall, results were consistent with previous work indicating that reading comprehension measures vary with regard to the skills or knowledge sources that are most important for test performance and extend these findings to struggling adolescent readers. Implications for research and practice are discussed.

Feasibility and evaluation of Talk Boost KS2: A school-based programme for oral language skills in children with low-average communication skills in Key Stage 2

Oral language skills in childhood are known to predict literacy levels and academic performance. Identification of children’s low-average oral language skills in school is challenging when clear criteria for developmental language disorder are not met. There are few studies of targeted, school-based oral language interventions for the older child. This study aimed to investigate the feasibility of implementing and evaluating a manualized language intervention (Talk Boost KS2) for children aged between 7 and 9 years who were identified as having low-average oral language skills, as delivered by trained teaching assistants in mainstream schools. Twenty-one UK mainstream primary schools each selected eight Year 3 (7–8-year-olds) and Year 4 (8–9-year-olds) children with low-average oral language skills. School staff received training in a new manualized intervention, Talk Boost KS2. Schools were allocated to an Active Intervention (AI) or a Waiting Control condition (WC) condition. The final sample consisted of 162 children of which 87 were allocated to the AI condition and 75 to the WC condition. Progress in favour of the intervention was found on teacher ratings of speech, language and communication needs and on a Learning Behaviours Checklist but not on standardized language or reading comprehension tests. Parents of AI children reported improvements in communication and language skills. Teaching staff reported significant increases in confidence and knowledge in managing children with low-average oral language skills as a result of being involved in the intervention. The findings are discussed in relation to the imperative to provide practical language intervention tools as well as training and support for education staff in order to support children with low-average oral language skills in mainstream schools.

Reflections of L1 reading comprehension skills in university academic grades for an undergraduate translation programme

ABSTRACTConcerns about poor L1 reading skills in undergraduate students have been expressed in several contexts. These skills form a basis for building robust L2 reading comprehension skills, vital for translators. This study, which is part of a larger organization-based action research study to improve L1 reading levels, aimed to explore how L1 reading comprehension skills were reflected and predicted the overall academic performance of students on a South American undergraduate translator training programme using regression modelling. Seventy-nine students from second, third and fourth year of the programme were recruited for this study. They were asked to take a standardized Spanish reading comprehension test measuring word-level comprehension, sentence-level comprehension and text-level comprehension. Also, participants’ final grades for all completed courses were obtained, as well as students’ scores in a pre-entry English test providing a baseline level L2 knowledge prior to being formally trained on English. The results showed that students’ overall grades were predicted by and correlated with lower order sentence-level reading skills, rather than higher-order text-level skills, which was found to be of some concern inasmuch as the translation process demands reading skills that go well beyond the sentence boundary. Given the impact that evaluation can have on student learning, and that the connection between reading comprehension and academic results on translation programs does not appear to have been considered in the literature previously, the study may highlight a need for other institutions wishing to improve L1 reading skills to similarly examine their summative evaluation practices.