Capti Research Database

This article presents research suggesting high school students' academic knowledge is highly predictive of traditional comprehension assessments, which require identifying information and drawing inferences from single texts, but less so for scenario-based assessments, which call for integrating, evaluating, and applying information across multiple sources. Within the study, a shortened version of three ReadBasix subtests (vocabulary, morphology and sentence processing) all strongly predicted academic knowledge (r's .43 - .57), and reading comprehension on both a traditional comprehension test (r's .56 - .57) and a scenario-based comprehension test (r's .50 - .54). The strength of relation between ReadBasix to either comprehension test was comparable to the relation between the two comprehension tests (r = .57). Results demonstrated that ReadBasix subtests are valid indicators of students' academic achievement, single text comprehension, and scenario-based multiple-text comprehension.

This article presents research from two studies that compared poor and normal decoders' processing times on real words, pseudo-homophones, and nonwords (Study 1), and evaluated how a processing time difference is associated with rates of decoding development (Study 2). The results suggest that poor decoders spend more time recognizing real words and pseudo-homophones, but less time on non-words, whereas normal decoders spend more time decoding non-words. The researchers concluded that poor decoders may be trapped in a vicious cycle where poor decoding skill combined with less time spent attempting to decode novel words interferes with decoding development.

This article presents research from two studies that examined the relation between decoding and reading comprehension with middle and high school students. Using prominent reading theories as a basis, the authors propose the Decoding Threshold Hypothesis, which suggests the relation between decoding and reading comprehension can only be reliably observed above a certain decoding threshold. In Study 1, the Decoding Threshold Hypothesis was tested. Researchers found a reliable decoding threshold value below that there was no relation between decoding and reading comprehension, and above which the two measures showed a positive linear relation. Study 2 examined a longitudinal analysis of reading comprehension growth as a function of initial decoding status. Results showed that scoring below the decoding threshold was associated with stagnant growth in reading comprehension, and above demonstrated accelerating reading comprehension growth from grade to grade.

This article presents research from two studies that examined the relation between decoding and reading comprehension with middle and high school students. Using prominent reading theories as a basis, the authors propose the Decoding Threshold Hypothesis, which suggests the relation between decoding and reading comprehension can only be reliably observed above a certain decoding threshold. In Study 1, the Decoding Threshold Hypothesis was tested. Researchers found a reliable decoding threshold value below that there was no relation between decoding and reading comprehension, and above which the two measures showed a positive linear relation. Study 2 examined a longitudinal analysis of reading comprehension growth as a function of initial decoding status. Results showed that scoring below the decoding threshold was associated with stagnant growth in reading comprehension, and above demonstrated accelerating reading comprehension growth from grade to grade.

This article describes an early conception of ReadBasix designed to measure six component and integrated reading skills and determine the assessment's fit into an RTI framework. Aligning ReadBasix with the research in cognitive science, reading and learning allowed researchers to create an assessment that can help identify weakness in each of the six foundational skills. Additionally, the battery was found to be more predictive for students who were struggling readers. From the information provided by the assessment's results, educators can make more informed decisions about who needs help, what help is needed, and whether the instructional support is effective.

This article presents a developmentally sensitive reading comprehension assessment grounded in a scenario-based assessment paradigm, which was designed to meet the evolving construct of reading comprehension. Evidence for the concurrent validity of ReadBasix is included. The authors found the ReadBasix comprehension subtest to be correlated with external measures of reading comprehension, specifically the Gates-MacGinitie reading test and the scenario-based assessment. The correlation between the ReadBasix comprehension subtest and the scenario-based assessment of reading comprehension is important because the scenario-based assessment requires higher level comprehension constructs and shows that higher level constructs are related to foundational comprehension as measured by ReadBasix.

This research study examined the effect of reading purpose on participants' reading behaviors using eye-tracking technologies. Proficient undergraduate students read four passages; two required participants to write a summary, and two required answering multiple choice questions. Results indicated that more time was spent constructing a coherent mental model of text content (deep comprehension) when the purpose for reading included a written summary as compared to only answering multiple choice questions. This study provided evidence for content validity of the ReadBasix assessment because reading relevant parts of passages facilitated answering comprehension questions.

This research study investigated how individual differences interacted with task requirements utilizing eye tracking technologies to measure undergraduate students' reading efficiency. Researchers found that participants spent more time reading when the task required a written summary as compared to when the task required only answering multiple choice questions. The time spent reading benefitted students who had relatively low reading efficiency as they were able to answer the multiple choice questions more efficiently after writing a summary. The results provide structural validity of ReadBasix by showing convergence in reading comprehension, fluency, and summary writing measures.

This study presents data from two measures that were designed to provide a more holistic picture of reading comprehension. The measures include the Reading Inventory and Scholastic Evaluation (RISE), now known as ReadBasix, and Global, Integrated Scenario-Based Assessment (GISA), now known as ReadAuthentix in the Capti suite of assessments. The results show that each subtest on ReadBasix predicted unique variance on ReadAuthentix. Further, this study provides evidence for measuring foundational reading skills, five subtests of ReadBasix, when assessing reading comprehension because lower level foundational skills may impede comprehension.