Year: 2025
Type: article
Abstract: Reading outcomes at a national level have remained stagnant for more than two decades. One reason why is that the field has struggled with how to address poor reading comprehension when reading words is not the problem. Another is that limited insight into the causes of poor comprehension performance is offered by traditional reading comprehension measures. This article describes the Multiple-choice Online Causal Comprehension Assessment (MOCCA), a measure of reading comprehension designed to assess the cognitive processes in which Grade 3 to 6 students engage when trying to comprehend as they read. In contrast to traditional reading comprehension assessments, MOCCA provides diagnostic information about how students who are struggling with reading comprehension cognitively approach the comprehension task. Multiple-choice Online Causal Comprehension Assessment scores are directly aligned to instructional decisions and are most useful when triangulated with other reading curriculum-based measures, for which this article provides two examples and a decision-making heuristic.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,650
Funder: Institute of Education Sciences
Awards: Multiple-choice Online Cloze Comprehension Assessment (MOCCA): Refining and Validating a Measure of Individual Differences in Reading Comprehension Processes During Reading, Multiple-choice Online Causal Comprehension Assessment Refinement: Achieving Better Discrimination via Experimental Item Types and Adaptive Testing
OpenAlex ID: W4408964353