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Development of a measurement instrument for upper primary students’ reading strategy use

Rielke Bogaert (UGent) , Emmelien Merchie (UGent) and Hilde Van Keer (UGent)
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Abstract
Despite the importance of reading comprehension, many students struggle with it. In this respect, upper primary education is a critical period in the development of reading comprehension strategies. However, there is a lack of appropriate measurement instruments to map these students’ strategy use. Therefore, a new task-specific Reading Comprehension Strategies Questionnaire (RCSQ) was developed in this study. Explorative (n = 1585) and confirmative factor analyses (n = 1585) were performed. The RCSQ emerged from these analyses, containing five subscales: (1) overt cognitive reading strategies, (2) covert cognitive reading strategies, (3) monitoring, (4) evaluating, and (5) using home language in view of comprehending texts. Based on the findings, the theoretical and educational significance of the RCSQ is discussed.
Keywords
reading comprehension, primary education, assessment methods and tools, student learning

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Citation

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MLA
Bogaert, Rielke, et al. “Development of a Measurement Instrument for Upper Primary Students’ Reading Strategy Use.” EARLI 2021, 19th Biennial EARLI Conference, Abstracts, EARLI, 2021, pp. 95–96.
APA
Bogaert, R., Merchie, E., & Van Keer, H. (2021). Development of a measurement instrument for upper primary students’ reading strategy use. In EARLI 2021, 19th Biennial EARLI Conference, Abstracts (pp. 95–96). Online: EARLI.
Chicago author-date
Bogaert, Rielke, Emmelien Merchie, and Hilde Van Keer. 2021. “Development of a Measurement Instrument for Upper Primary Students’ Reading Strategy Use.” In EARLI 2021, 19th Biennial EARLI Conference, Abstracts, 95–96. EARLI.
Chicago author-date (all authors)
Bogaert, Rielke, Emmelien Merchie, and Hilde Van Keer. 2021. “Development of a Measurement Instrument for Upper Primary Students’ Reading Strategy Use.” In EARLI 2021, 19th Biennial EARLI Conference, Abstracts, 95–96. EARLI.
Vancouver
1.
Bogaert R, Merchie E, Van Keer H. Development of a measurement instrument for upper primary students’ reading strategy use. In: EARLI 2021, 19th Biennial EARLI Conference, Abstracts. EARLI; 2021. p. 95–6.
IEEE
[1]
R. Bogaert, E. Merchie, and H. Van Keer, “Development of a measurement instrument for upper primary students’ reading strategy use,” in EARLI 2021, 19th Biennial EARLI Conference, Abstracts, Online, 2021, pp. 95–96.
@inproceedings{8718981,
  abstract     = {{Despite the importance of reading comprehension, many students struggle with it. In this respect, upper primary education is a critical period in the development of reading comprehension strategies. However, there is a lack of appropriate measurement instruments to map these students’ strategy use. Therefore, a new task-specific Reading Comprehension Strategies Questionnaire (RCSQ) was developed in this study. Explorative (n = 1585) and confirmative factor analyses (n = 1585) were performed. The RCSQ emerged from these analyses, containing five subscales: (1) overt cognitive reading strategies, (2) covert cognitive reading strategies, (3) monitoring, (4) evaluating, and (5) using home language in view of comprehending texts. Based on the findings, the theoretical and educational significance of the RCSQ is discussed.}},
  author       = {{Bogaert, Rielke and Merchie, Emmelien and Van Keer, Hilde}},
  booktitle    = {{EARLI 2021, 19th Biennial EARLI Conference, Abstracts}},
  keywords     = {{reading comprehension,primary education,assessment methods and tools,student learning}},
  language     = {{eng}},
  location     = {{Online}},
  pages        = {{95--96}},
  publisher    = {{EARLI}},
  title        = {{Development of a measurement instrument for upper primary students’ reading strategy use}},
  url          = {{https://www.earli.org/EARLI2021}},
  year         = {{2021}},
}