Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: The Gates-MacGinitie Reading Test, 4th edition (GMRT), Group Reading Assessment and Diagnostic Evaluation, Gray Oral Reading Test, 5th edition (GORT-5), and the Test of Silent Reading Efficiency and Comprehension (TOSREC). Students' word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC). Listening comprehension was most important on the GORT-5, a test in which students read passages orally and listen to questions read by an examiner. Working memory was the least important component skill across the reading comprehension tests. Overall, results were consistent with previous work indicating that reading comprehension measures vary with regard to the skills or knowledge sources that are most important for test performance and extend these findings to struggling adolescent readers. Implications for research and practice are discussed.

中文翻译：

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成分技能对处于困境的青少年阅读者阅读理解测试表现的不同重要性

阅读理解测试的形式和特征各不相同，这可能会影响组件技能在测试表现中的参与程度。对于 6 至 8 年级有阅读困难的学生，优势分析检查了组件阅读和语言技能（单词和文本阅读流畅性、词汇、听力理解和工作记忆）在几个阅读理解标准化测试中的不同重要性： Gates-MacGinitie 阅读测试，第 4 版 (GMRT)，小组阅读评估和诊断评估，灰色口语阅读测试，第 5 版 (GORT-5)，以及默读效率和理解测试 (TOSREC)。在大多数阅读理解测试中，学生的单词和文本阅读流畅性技能通常是最重要的表现预测因素，特别是那些有时间限制的（GMRT 和 TOSREC）。听力理解在 GORT-5 中最为重要，这是一项学生口头阅读文章并听取考官朗读的问题的测试。在阅读理解测试中，工作记忆是最不重要的组成技能。总体而言，结果与之前的工作一致，表明阅读理解措施在对测试表现最重要的技能或知识来源方面有所不同，并将这些发现扩展到苦苦挣扎的青少年读者。讨论了对研究和实践的影响。在阅读理解测试中，工作记忆是最不重要的组成技能。总体而言，结果与之前的工作一致，表明阅读理解措施因对测试表现最重要的技能或知识来源而异，并将这些发现扩展到苦苦挣扎的青少年读者。讨论了对研究和实践的影响。在阅读理解测试中，工作记忆是最不重要的组成技能。总体而言，结果与之前的工作一致，表明阅读理解措施因对测试表现最重要的技能或知识来源而异，并将这些发现扩展到苦苦挣扎的青少年读者。讨论了对研究和实践的影响。