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Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.

Title: The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.
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Name(s): Reed, Deborah K, author
Vaughn, Sharon, author
Petscher, Yaacov, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2012-05-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, χ(2)(32) = 97.316; comparative fit index = .96; Tucker-Lewis index = .94; and root mean square error of approximation = .08. Retell's chi-square difference, Δχ(2)(1) = 16.652, p < .001, and factor loading (.250, p < .001) were higher for the comprehension construct. Similarly, retell's correlation to comprehension measures (r = .155-.257, p < .01) was stronger than its relationship to measures of fluency (r = .158-.183, p < .01) or word identification (r = .132, p < .05). However, retell had a large residual variance (.938) and low interrater reliability (κ = .37), suggesting that improvements to the instrument are needed. Despite overall latent differences, retell did not demonstrate differential item functioning.
Identifier: FSU_pmch_23097594 (IID), 10.1177/0731948711432509 (DOI), PMC3478127 (PMCID), 23097594 (RID), 23097594 (EID)
Grant Number: P50 HD052117, P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3478127.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_23097594
Host Institution: FSU
Is Part Of: Learning disability quarterly : journal of the Division for Children with Learning Disabilities.
0731-9487
Issue: iss. 2, vol. 35

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Reed, D. K., Vaughn, S., & Petscher, Y. (2012). The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students. Learning Disability Quarterly : Journal Of The Division For Children With Learning Disabilities. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_23097594