The cause-effect relation of latent variables in scientific multi-text reading comprehension: Testing the sequential mediation model

Reading & Writing


 
 
Field Value
 
Title The cause-effect relation of latent variables in scientific multi-text reading comprehension: Testing the sequential mediation model
 
Creator Lin, Hsiao-Hui Tzeng, Yuh-Tsuen Chen, Hsueh-Chih Huang, Yao-Hsuan
 
Subject Science; Reading comprehension; Education; Cognitive mechanism of reading comprehension; Psychology studies Cause-effect relation of latent variables; Scientific multiple text reading comprehension; Sequential mediation model; Cognitive mechanism of reading comprehension; Psychology studies; Science.
Description Background: The issue of science is seldom brought into focus because of the way developing assessments of students’ multiple text reading comprehension.Objectives: This study tested the sequential mediation model of scientific multi-text reading comprehension (SMTRC) by means of structural equation modelling (SEM), and aimed to advance the scientific multi-text reading comprehension assessment (SMTRCA), with a focus on discussing the causal relationship of potential variables in SMTRC.Method: Test items included 10 closed-ended and 7 open-ended questions and were categorised into four subscales: information retrieval (IR), information generalisation (IG), information interpretation (IIP), and information integration (IIG).Results: The confirmatory factor analysis results showed that there was an acceptable goodness-of-fit among the SMTRCA, indicating that the construct validity was good. Furthermore, the Cronbach’s α of the test items was 0.88, indicating good internal consistency. In addition, using 1535 students, structural equation modelling was applied to analyse the relations of the latent variables. The findings showed that when readers are performing multi-text reading comprehension, IR will simultaneously have direct influences on IG, IIP and IIG. Moreover, through IG, IR had an indirect impact on IIP; through IIP, IG had an indirect impact on IIG; through the two intermediate mediators of IG and IIP, IR had an indirect impact on IIG.Conclusion: In our data-driven model, multi-text reading comprehension is a hierarchical and complex cognitive process. That is to say, when an individual is engaging in multi-text reading comprehension, they will not just follow a single approach, but will deal with several cognitive processing routes simultaneously. Recommendations are made for future research to explore the cognitive model of scientific multi-text reading comprehension and to determine whether there are differences among multiple groups, as well as standard setting to define the cut-off scores of the criterion-referenced model, to develop an assessment reporting system of scientific multi-text reading comprehension, and strategies for scientific multi-text reading.
 
Publisher AOSIS Publishing
 
Contributor Ministry of Science and Technology
Date 2020-03-30
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — psychological statistics; Psychometric Analysis; Survey
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/rw.v11i1.256
 
Source Reading & Writing; Vol 11, No 1 (2020); 12 pages 2308-1422 2079-8245
 
Language eng
 
Relation https://rw.org.za/index.php/rw/article/view/256/611 https://rw.org.za/index.php/rw/article/view/256/610 https://rw.org.za/index.php/rw/article/view/256/612 https://rw.org.za/index.php/rw/article/view/256/609
 
Coverage Taiwan — 11-15; male and female; Asian
Rights Copyright (c) 2020 Hsiao-Hui Lin, Yuh-Tsuen Tzeng, Hsueh-Chih Chen, Yao-Hsuan Huang https://creativecommons.org/licenses/by/4.0