The Effects of Surface Structure Variables on Performance in Reading Comprehension Tests.

MANY RESEARCHERS HAVE TRIED to isolate the components of reading comprehension. The results give only marginal support to the concept of separate components. In the present study, a developmental model of performance on reading comprehension tests is described in which variables have stronger or weaker effects depending on the skill level of the reader. This model has been used to identify the structural variables for predicting performance on seven standardized reading achievement tests. The structural variables accounted for about three-quarters of the variation in item p values for the norming samples and revealed different patterns of specific variables in predicting performance from one grade to another. Word recognition and syntactic control variables were more important predictors for younger children. At fourth grade and above, pupils had more difficulty in selecting the appropriate response from plausible alternatives. These results, though subject to limitations, are nonetheless useful in suggesting procedures for constructing more appropriate tests of comprehension.