Modeling items for text comprehension assessment using confirmatory factor analysis.

ABSTRACT: Reading is a complex cognitive task with the ultimate goal of comprehending the written input. For longer, connected text, readers generate a mental representation that serves as its basis. Due to limited cognitive resources, common models of discourse representation assume distinct processing levels, each relying on different processing mechanisms. However, only little research addresses distinct representational levels when text comprehension is assessed, analyzed or modelled. Moreover, current studies that tried to relate process measures of reading (e.g., reading times, eye movements) to comprehension did not consider comprehension as a multi-faceted, but rather a uni-dimensional construct, usually assessed with one-shot items. Thus, the first aim of this paper is to use confirmatory f

SUBMITTER: Tschense M 

PROVIDER: S-EPMC9631941 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature