A theoretical model of reading comprehension was validated, including ten tasks and two informationrecall contexts, with responses of 414 upper secondary students. Logistic calibration and 2 nd order confirmatory factor analysis were used. 16 items, which showed adequate discrimination indices (a > 0.65), a desirable continuum of facility-difficulty (from -2 to 2), and a lambda > 0.30, were accepted. The theoretical model showed statistical fit, given no difference between the theoretical and saturated models was found (χ 2 = 130.59, p =.00). Practical fits showed appropriate fit values (CFI = 1.00, RMSEA =.00). The hypothesized structure was validated through achieved factor loadings, allowing to accept the underlying theoretical sense, as well as to trust in used measures.
|Translated title of the contribution||OPTIMIZING THE EVALUATION ON TEXT COMPREHENSION|
|Article number||ISSN: 0185-6073|
|Number of pages||10|
|Journal||Revista Mexicana de Psicologia|
|Publication status||Published - Jan 2016|
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