Revisiting the Reverse Cohesion Effect: Influences of Text Cohesion, Prior Knowledge, and Foundational Reading Skill on Scenario-Based Comprehension Assessment Performance

EasyChair Preprint 3879

Abstract

This study revisits the effects of text complexity and individual differences on comprehension in the context of the Global-Integrated Scenario-based Assessment (GISA). High school students (n  = 511) completed prior knowledge and foundational reading skill assessments followed by either a high or low cohesion version of a scenario-based comprehension assessment. Preliminary analyses indicate robust effects of prior knowledge, little effects of foundational reading skills, and no overall effects of the cohesion manipulations on comprehension performance.

Keyphrases: assessment, cohesion, prior knowledge

@booklet{EasyChair:3879,
  author    = {Kathryn McCarthy and Jonathan Steinberg and Kelsey Dreier and Tenaha O'Reilly and John Sabatini and Danielle McNamara},
  title     = {Revisiting the Reverse Cohesion Effect: Influences of Text Cohesion, Prior Knowledge, and Foundational Reading Skill on Scenario-Based Comprehension Assessment Performance},
  howpublished = {EasyChair Preprint 3879},
  year      = {EasyChair, 2020}}