Abstract
Aus kognitionspsychologischer Perspektive beruhen Lesefähigkeiten auf der effizienten Bewältigung von Teilprozessen des Leseverstehens auf Wort-, Satz- und Textebene. In diesem Beitrag stellen wir mit ProDi-L ein neuartiges computergestütztes Diagnostikum vor, das durch die kombinierte Erfassung von Antwortrichtigkeit und Reaktionszeit als Indikatoren für die Zuverlässigkeit und Effizienz einzelner Teilprozesse eine differenzierte prozessbezogene Diagnostik des Leseverstehens bei Grundschulkindern ermöglichen soll. Mittels sechs Subtests sollen zusammenhängende, aber psychometrisch klar trennbare Teilfähigkeiten des Leseverstehens erfasst werden. In einer Querschnittsuntersuchung an 536 Kindern der Klassenstufen 1–4 konnten dieser Annahme entsprechend Belege für die faktorielle Validität von ProDi-L erbracht werden. Die Zusammenhänge der Testwerte von ProDi-L mit kriterialen Lesefähigkeitsmaßen (gemessen mit ELFE 1–6), Lehrerurteilen und sprachfreien Intelligenzmaßen (diskriminante Validität) sprechen außerdem für die Konstrukt- und Kriteriumsvalidität des Instruments.
From a cognitive perspective, reading skills depend on efficient component processes of reading comprehension on the word, sentence and text level. In this article, we present the novel computer-based instrument ProDi-L, which uses both accuracy and reaction time as indicators of reliability and efficiency of each component process, thereby allowing for a differentiated and process-oriented assessment of reading comprehension in primary school children. Six subtests were developed to assess related but psychometrically clearly distinguishable component processes. In line with this assumption, a cross-sectional study with 536 children of grades 1–4 confirmed the factorial validity of ProDi-L. Correlations of ProDi-L scores with external measures of reading comprehension (assessed with ELFE 1–6), teacher ratings, and non-verbal intelligence scores also confirmed construct, convergent, and discriminant validity.
Literatur
(1982). Phonological recoding: Is the regularity effect consistent?. Memory and Cognition , 10, 565– 575. doi:10.3758/BF03202439
(1989). Frequency and neighborhood size effects on lexical access: Activation or search?. Journal of Experimental Psychology: Learning, Memory, and Cognition , 15, 802– 814. doi:10.1037/0278-7393.15.5.802
(1995). The CELEX lexical database , [CD-ROM]. Philadelphia. PA: Linguistic Data Consortium.
(2004). Visual word recognition of single-syllable words. Journal of Experimental Psychology: General , 133, 283– 316. doi:10.1037/0096-3445.133.2.283
(1997). Grundintelligenztest Skala 1 (5., überarb. Aufl.). Göttingen: Hogrefe.
(2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Erlbaum.
(2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review , 108, 204– 256. doi: 10.1037/0033-295X.108.1.204
(1990). Assessing print exposure and orthographic processing skill in children. Journal of Educational Psychology , 82, 733– 740. doi:10.1037/0022-0663.82.4.733
(1982). Identifying valid measures of reading. Exceptional Children , 49, 36– 45.
(1987). Sentence processing: A tutorial review. In M. Coltheart (Ed.), . Attention and performance, Vol. 12 (pp. 559–586). Hove, UK: Erlbaum.
(2005). Effects of contextual predictability and transitional probability on eye movements during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition , 31, 862– 877. doi:10.1037/0278-7393.31.5.862
(1986). A developmental framework for developmental dyslexia. Annals of Dyslexia , 36, 69– 81. doi:10.1007/BF02648022
(1998). Differences in phonological recoding in German- and English-speaking children. Scientific Studies of Reading , 2, 31– 54. doi:10.1207/s1532799xssr0201_2
(1990). Referential processes in reading: Focusing on roles and individuals. In G.B. Flores d’Arcais, K. Rayner & D. Balota (Eds.), Comprehension processes in reading (pp. 515–533). Hillsdale, NJ: Erlbaum.
(1991). The mechanism of suppression: A component of general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition , 17, 245– 262. doi:10.1037/0278-7393.17.2.245
(1998). Linguistic complexity: Locality of syntactic dependencies. Cognition , 68, 1– 76.
(1986). Decoding, reading, and reading disability. Remedial and Special Education , 7, 6– 10.
(1980). Structural components of reading time. Journal of Verbal Learning and Verbal Behavior , 19, 135– 151.
(2011). Reading assessment methods for middle-school students: An investigation of reading comprehension rate and Maze accurate response rate. Psychology in the Schools , 48, 28– 36. doi:10.1002/pits.20544
(2004). Shallow semantic processing of text: An individual-differences account. Discourse Processes , 37, 187– 204. doi:10.1207/s15326950dp3703_1
(2004). The use of item parcels in structural equation modelling: Non-normal data and small sample sizes.. British Journal of Mathematical Statistical Psychology , 57, 327– 351. doi:10.1111/j.2044-8317.2004.tb00142.x
(1974). What’s new? Acquiring new information as a process of comprehension. Journal of Verbal Learning and Verbal Behavior , 13, 512– 521. doi:10.1016/S0022-5371(74)80003-4
(1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics , 6, 65– 70.
(1992). A practical and theoretical guide to measurement invariance in aging research. Experimental Aging Research , 18, 117– 144. doi: 10.1080/03610739208253916
(2007). Lesekompetenzen von Mädchen und Jungen im internationalen Vergleich. In W. Bos, S. Hornberg, K.-H. Arnold, G. Faust, L. Fried, E.-M. Lankes, K. Schwippert & R. Valtin (Hrsg.), . IGLU 2006: Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich , (S. 195–224). Münster: Waxmann.
(2002). Orthographic neighbors and visual word recognition. Journal of Psycholinguistic Research , 31, 289– 306. doi:10.1023/A:1015544213366
(1993). Why is reaction time correlated with psychometric g?. Current Directions in Psychological Science , 2, 53– 56. DOI: 10.1111/1467–8721.ep10770697
(2006). Clocking the mind: Mental chronometry and individual differences. Amsterdam: Elsevier.
(1988). Psychometric g and mental processing speed on a semantic verification test. Personality and Individual Differences , 9, 243– 255.
(1996). LISREL 8: User’s reference guide . Chicago, IL: Scientific Software International.
(2011). Genauigkeit von Lehrerurteilen über die Lesekompetenz ihrer Schülerinnen und Schüler in der Sekundarstufe I – Eine Frage der Spezifität?. Zeitschrift für Pädagogische Psychologie , 25, 159– 170. doi: 10.1024/1010-0652/a000041
(1973). Reading rate and retention as a function of the number of propositions in the base structure of sentences. Cognitive Psychology , 5, 257– 274. doi:10.1016/0010-0285(73)90036-4
(1998). Würzburger Leise Leseprobe . Göttingen: Hogrefe.
(1988). The basic parameters of human information processing: Their role in the determination of intelligence. Personality and Individual Differences , 9, 883– 896.
(2006). ELFE 1–6: Ein Leseverständnistest für Erst- bis Sechstklässer . Göttingen: Hogrefe.
(2009). Diagnostik und Förderung des Leseverständnisses . Göttingen: Hogrefe.
(2009). Fachspezifität und Stabilität diagnostischer Kompetenz von Grundschullehrkräften in den Fächern Deutsch und Mathematik. Zeitschrift für Pädagogische Psychologie , 23, 211– 222. doi: 10.1024/1010-0652.23.34.211
(2003). Salzburger Lese-Screening für die Klassenstufen 1–4 . Göttingen: Hogrefe.
(1998). Modeling the influence of thematic fit (and other constraints) in on-line sentence comprehension. Journal of Memory and Language , 38, 283– 312. doi:10.1006/jmla.1997.2543
(2003). Activation and encoding of predictive inferences: The role of reading skill.. Discourse Processes , 35, 81– 102. doi:10.1207/S15326950DP3502_1
(2012). Evidenzbasierte Leseförderung: Vorstellung einer Interventionsstudie. Diskurs Kindheits- und Jugendforschung , 7, 213– 220.
(1998–2006). MPlus user’s guide , (4th ed.). Los Angeles, CA: Muthén & Muthén.
(1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties.. Journal of Memory and Language , 39, 85– 101. doi:10.1006/jmla.1998.2564
(2010). Lesekompetenz von PISA 2000 bis PISA 2009. In E. Klieme, C. Artelt, J. Hartig, N. Jude, O. Köller, M. Prenzel, W. Schneider & P. Stanat (Hrsg.).. PISA 2009. Bilanz nach einem Jahrzehnt , (S. 23–71). Münster: Waxmann.
(2008). Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext. Learning and Individual Differences , 18, 197– 213. doi:10.1016/j.lindif.2007.08.007
(2007). Signaling in expository hypertexts compensates for deficits in reading skill. Journal of Educational Psychology , 99, 791– 807. doi: 10.1037/0022-0663.99.4.791
(1981). Mechanisms of skill acquisition and the law of practice. In J.R. Anderson (Ed), Cognitive skills and their acquisition , (pp. 1–55) Hillsdale, NJ: Erlbaum.
(2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes , 18, 443– 468. doi:10.1080/01690960344000008
(1991). Dual route models of print to sound: Still a good horse race. Psychological Research , 53, 13– 24.
(1985). Reading ability . New York: Academic Press.
(1999). Comprehending written language: A blueprint of the reader. In C. Brown & P. Hagoort (Eds.), The neurocognition of language , (pp. 167–208). Oxford University Press.
(2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro & P. Reitsma (Eds.), . Precursors of functional literacy , (pp. 189–213). Amsterdam: John Benjamin.
(2007). Do people use language production to make predictions during comprehension? . Trends in Cognitive Sciences , 11, 105– 110. doi:0.1016/j.tics.2006.12.002
(2006). Syntactic parsing. In M. J. Traxler & M.A. Gernsbacher (Eds.), . Handbook of psycholinguistics (2nd ed., pp. 455–503). London: Academic Press.
(2007). Deutscher Wortschatz – Portal , [Internet-Datenbank]. Verfügbar unter corpora.uni-leipzig.de/ (Zugriff am 20.09.2011)
(1993). Methods for dealing with reaction time outliers.. Psychological Bulletin , 114, 510– 532. doi: 10.1037/0033-2909.114.3.510
(2009). Lesekompetenz: Prozessebenen und interindividuelle Unterschiede. In N. Groeben & B. Hurrelmann (Hrsg.), Lesekompetenz: Bedingungen, Dimensionen, Funktionen (3. Aufl., S. 25–58). Weinheim: Juventa.
(2009). Was misst der ELVES-Subtest Satzverifikation? Analysen von Mess- und Itemeigenschaften mit hierarchisch-linearen Modellen. In W. Schneider, H. Marx & W. Lenhard (Hrsg.), . Diagnose und Förderung des Leseverständnisses , (Tests und Trends, N. F. Bd. 7, S. 131–150). Göttingen: Hogrefe.
(2005). ELVES: Ein computergestütztes Diagnostikum zur Erfassung der Effizienz von Teilprozessen des Leseverstehens. Diagnostica , 51, 169– 182. doi:10.1026/0012-1924.51.4.169
(2009). You don’t have to believe everything you read: Background knowledge permits fast and efficient validation of information. Journal of Personality and Social Psychology , 96, 538– 558. doi:10.1037/a0014038
(1975). Cognitive reference points.. Cognitive Psychology , 7, 532– 547.
(1997). Models for speed and time-limited tests. In W. van der Linden & R. K. Hambleton (Hrsg.), . Handbook of modern item response theory , (S. 187–208). New York: Springer.
(1989). Reading comprehension: Skill or skills?. Journal of Research in Reading , 12, 87– 113. doi: 10.1111/j.1467-9817.1989.tb00160.x
(1992). Lesen, Hören, Verstehen.. Zeitschrift für Psychologie , 200, 345– 361.
(1964). Die Geschwindigkeit der Verarbeitung von Information und ihr Zusammenhang mit Intelligenz. Zeitschrift für Experimentelle und Angewandte Psychologie , 11, 616– 622.
(1992). Towards a taxonomy of coherence relations. Discourse Processes , 15, 1– 35. doi:10.1080/01638539209544800
(2007). LGVT 6–12: Lesegeschwindigkeits- und verständnistest für die Klassen 6–12 . Göttingen: Hogrefe.
(2011). What readers have and do: Effects of students’ verbal ability and reading time on comprehension with and without text availability. Journal of Educational Psychology , 103, 877– 896. doi: 10.1037/a0023731
(1993). Causal bridging inferences: Validating consistent and inconsistent sequences. Canadian Journal of Experimental Psychology , 47, 340– 359. doi:10.1037/h0078825
(1927). The abilities of man: Their nature and measurement . New York: Macmillan..
(1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly , 16, 32– 71. doi:10.2307/747348
(1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological core variable difference model.. Journal of Learning Disabilities , 21, 590– 604. doi:10.1177/002221948802101003
(1984). Listening and reading. In P. D. Pearson, R. Barr, M. L. Kamil & P. Mosenthal (Eds.), . Handbook of reading research (Vol. 1, pp. 293–317). White Plains, NY: Longman.
(2012, March 26). Accuracy of teachers’ judgments of students’ academic achievement: A meta-analysis. Journal of Educational Psychology . Advance online publication. doi: 10.1037/a0027627
(1999). Priming of visual and functional knowledge on a semantic classification task.. Journal of Experimental Psychology: Learning, Memory, and Cognition, , 25, 41– 53. doi:10.1037/0278-7393.25.1.41
(1993). Information processing models generating lognormally distributed reaction times. Journal of Mathematical Psychology , 37, 513– 525.
(1983). Strategies of discourse comprehension . New York: Academic Press.
(2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry , 45, 2– 40. doi:10.1046/j.0021-9630.2003.00305.x
(1979). Orthographic regularities in English words. In P. Kolers, M. Wolstrad & P. Bouma (Eds.), . Processing of visual language , (pp. 283–293). New York: Plenum Press.
(2008). Grundintelligenztest Skala 2 Revision (CFT20-R) . Göttingen: Hogrefe.
(1995). Structural equation modeling with nonnormal variables: Problems and remedies. In R. H. Hoyle (Ed.), . Structural equation modeling: Concepts, issues and applications , (pp. 37–55). Thousand Oakes, CA: Sage.
(1996). The nonword reading deficit in developmental dyslexia: Evidence from children learning to read German. Journal of Experimental Child Psychology , 61, 80– 90. doi:10.1006/jecp.1996.0004
(2002). Beurteilerübereinstimmung und Beurteilerreliabilität . Göttingen: Hogrefe.
(1998). Situation models in language comprehension and memory. Psychological Bulletin , 123, 162– 185. doi:10.1037/0033–2909.123.2.162