Black-White Differences in Reading Comprehension: The Measure Matters

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dc.contributor.advisorHanges, Paul J.en_US
dc.contributor.authorSipe, Minaen_US
dc.contributor.departmentPsychologyen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2006-02-04T07:25:20Z
dc.date.available2006-02-04T07:25:20Z
dc.date.issued2005-12-05en_US
dc.description.abstractTraditional reading comprehension tests have shown sizable Black-White mean subgroup differences. In this paper, I argue that part of the reason for this phenomenon lies in the atheoretical nature of existing tests and that the SIENA Reading Component Process Test© (RCPT), a new, theory-driven measure the cognitive components of reading comprehension shows reduced subgroup differences while still exhibiting a substantial relationship with a traditional reading comprehension test. Furthermore, I hypothesize that subcomponents of the SIENA RCPT© that rely on prior knowledge show greater subgroup differences than those subcomponents that do not require access to prior knowledge. Consistent with my hypothesis, the new SIENA RCPT© overall shows reduced subgroup differences compared to a traditional reading comprehension measure and evidence for convergent validity for the SIENA RCPT© is also found. Contrary to my hypothesis, the subcomponents of the SIENA RCPT© that rely on prior knowledge show less subgroup differences than those subcomponents that do not require access to prior knowledge.en_US
dc.format.extent826678 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/3179
dc.language.isoen_US
dc.subject.pqcontrolledPsychology, Industrialen_US
dc.subject.pquncontrolledreading comprehensionen_US
dc.subject.pquncontrolledsubgroup differencesen_US
dc.titleBlack-White Differences in Reading Comprehension: The Measure Mattersen_US
dc.typeDissertationen_US

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