Screening reading comprehension in adults : development and initial evaluation of a reading comprehension measure

Reading comprehension in adults is a rather neglected variable in the practice of psychological assessment. We propose a new screening instrument for adult reading comprehension based on a pragmatic definition of reading comprehension as the textual understanding of the text read. Using data from a calibration sample (n = 266) and a replication sample (n = 148) for cross-validation, we tested the model fit for the 1-PL model (Rasch-model; graphic model test, Anderson’s Conditional Likelihood-Ratio test). Model fit was established and verified in the replication sample after the stepwise exclusion of three (out of 16) items. Correlations with a test for memory and the external criterion reading proficiency were in the expected direction. The comparison of a sub-group of putatively highly skilled readers (n = 59; University students and lecturers) and putatively low skilled readers (n = 122; participants undergoing psychological assessment for having their driving license reinstated after a ban) showed that a percent rank < 10 in the measure might indicate insufficient reading skills for practical purposes. Pending further research, the instrument seems to be a useful instrument for the screening of reading comprehension skills in adults. Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-104478 Published Version Originally published at: Proyer, Rene T; Wagner-Menghin, Michaela M; Grafinger, Gyöngyi (2014). Screening reading comprehension in adults : development and initial evaluation of a reading comprehension measure. Psychological Test and Assessment Modeling, 56(4):368-381. Psychological Test and Assessment Modeling, Volume 56, 2014 (4),368-381 Screening reading comprehension in adults: Development and initial evaluation of a reading comprehension measure René T. Proyer 1 , Michaela M. Wagner-Menghin 2 & Gyöngyi Grafinger 3