Psychometric validation of a reading comprehension and metacognitive awareness test in university students

被引：0

作者：

Puente, Anibal ^{[1
]}

Calderon, Juan ^{[2
]}

Gutierrez-de-Blume, Antonio P. ^{[3
]}

Rojas, Luis ^{[4
]}

机构：

[1] Univ Complutense Madrid, Madrid, Spain

[2] Univ Andres Bello, Santiago, Chile

[3] Georgia Southern Univ, Statesboro, GA USA

[4] Univ San Sebastian, Santiago, Chile

来源：

OCNOS-JOURNAL OF READING RESEARCH | 2025年 / 24卷 / 02期

关键词：

Reading comprehension; reading strategies; metacognition; test validity; Higher Education; POOR COMPREHENDERS; SIMPLE VIEW; STRATEGIES; DISCOURSE; SKILLS;

D O I：

10.18239/ocnos_2025.24.2.538

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Reading comprehension and self-regulation skills are essential for academic success in higher education. This study presents the development and psychometric analysis of the University Reading and Comprehension Strategies Assessment (URCSA), a test designed to examine reading comprehension and metacognitive awareness in first-year university students. A total of 507 education students from a Chilean university participated. Item Response Theory (IRT) analyses of unidimensionality, difficulty, and item discrimination were evaluated. The results show sufficient evidence of internal validity, reliability, and sensitivity of the instrument to differentiate levels of reading skill. Findings concluded that URCSA is a useful tool for identifying strengths and weaknesses in strategic reading comprehension and metacognition in university settings.

引用

页数：16

共 63 条

[1] Should the simple view of reading include a fluency component? [J].