Development of the reading comprehension strategies questionnaire (RCSQ) for late elementary school students
- Author
- Rielke Bogaert (UGent) , Emmelien Merchie (UGent) , Yves Rosseel (UGent) and Hilde Van Keer (UGent)
- Organization
- Project
- Abstract
- Late elementary education constitutes a critical period in the development of reading comprehension strategies, a key competence in today's society. However, to date, appropriate measurements to map late elementary students' reading strategies are lacking. In this respect, the present article first describes the development and validation of the 26-item reading comprehension strategies questionnaire (RCSQ). To this aim, exploratory (sample 1: n = 1585 students) and confirmatory (sample 2: n = 1585 students) factor analyses were conducted. These analyses resulted in the RCSQ, consisting of five subscales: (1) overt cognitive reading strategies, (2) covert cognitive reading strategies, (3) monitoring, and (4) evaluating. For non-native and bilingual students, a fifth subscale 'using home language in view of comprehending texts' emerged. Second, multilevel analyses were performed to explore individual differences in late elementary students' reading comprehension strategy use. Implications for practice and future research are discussed.
- Keywords
- Educational Psychology, questionnaire development, factor analyses, late elementary education, reading strategy use, reading comprehension
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01GNZ1D477PF444CYF3EPM3E37
- MLA
- Bogaert, Rielke, et al. “Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for Late Elementary School Students.” FRONTIERS IN PSYCHOLOGY, vol. 13, Frontiers Media SA, 2023, doi:10.3389/fpsyg.2022.1016761.
- APA
- Bogaert, R., Merchie, E., Rosseel, Y., & Van Keer, H. (2023). Development of the reading comprehension strategies questionnaire (RCSQ) for late elementary school students. FRONTIERS IN PSYCHOLOGY, 13. https://doi.org/10.3389/fpsyg.2022.1016761
- Chicago author-date
- Bogaert, Rielke, Emmelien Merchie, Yves Rosseel, and Hilde Van Keer. 2023. “Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for Late Elementary School Students.” FRONTIERS IN PSYCHOLOGY 13. https://doi.org/10.3389/fpsyg.2022.1016761.
- Chicago author-date (all authors)
- Bogaert, Rielke, Emmelien Merchie, Yves Rosseel, and Hilde Van Keer. 2023. “Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for Late Elementary School Students.” FRONTIERS IN PSYCHOLOGY 13. doi:10.3389/fpsyg.2022.1016761.
- Vancouver
- 1.Bogaert R, Merchie E, Rosseel Y, Van Keer H. Development of the reading comprehension strategies questionnaire (RCSQ) for late elementary school students. FRONTIERS IN PSYCHOLOGY. 2023;13.
- IEEE
- [1]R. Bogaert, E. Merchie, Y. Rosseel, and H. Van Keer, “Development of the reading comprehension strategies questionnaire (RCSQ) for late elementary school students,” FRONTIERS IN PSYCHOLOGY, vol. 13, 2023.
@article{01GNZ1D477PF444CYF3EPM3E37,
abstract = {{Late elementary education constitutes a critical period in the development of reading comprehension strategies, a key competence in today's society. However, to date, appropriate measurements to map late elementary students' reading strategies are lacking. In this respect, the present article first describes the development and validation of the 26-item reading comprehension strategies questionnaire (RCSQ). To this aim, exploratory (sample 1: n = 1585 students) and confirmatory (sample 2: n = 1585 students) factor analyses were conducted. These analyses resulted in the RCSQ, consisting of five subscales: (1) overt cognitive reading strategies, (2) covert cognitive reading strategies, (3) monitoring, and (4) evaluating. For non-native and bilingual students, a fifth subscale 'using home language in view of comprehending texts' emerged. Second, multilevel analyses were performed to explore individual differences in late elementary students' reading comprehension strategy use. Implications for practice and future research are discussed.}},
articleno = {{1016761}},
author = {{Bogaert, Rielke and Merchie, Emmelien and Rosseel, Yves and Van Keer, Hilde}},
issn = {{1664-1078}},
journal = {{FRONTIERS IN PSYCHOLOGY}},
keywords = {{Educational Psychology,questionnaire development,factor analyses,late elementary education,reading strategy use,reading comprehension}},
language = {{eng}},
pages = {{13}},
publisher = {{Frontiers Media SA}},
title = {{Development of the reading comprehension strategies questionnaire (RCSQ) for late elementary school students}},
url = {{http://dx.doi.org/10.3389/fpsyg.2022.1016761}},
volume = {{13}},
year = {{2023}},
}
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