This study investigated the effects of imposing task- or process-oriented reading behaviors on reading comprehension assessment performance. Students in grades 5–8 (N = 275) were randomly assigned to hear multiple-choice items read aloud before or after reading a test passage and when they were and were not allowed access to the passage while answering items. A confirmatory factor analysis (CFA) found a one-factor model with all test items loading on the comprehension latent variable fit better than treating literal, inferential, and evaluative items as three separate variables. Subsequently, a structural equation model explored whether testing condition or other covariates (state assessment score and student demographics) explained variance in reading comprehension assessment performance. In grades 5–6, significant positive effects were found for students who kept the text while answering items, regardless of whether or not they previewed the items. In grades 7–8, no significant differences were found for the four testing conditions.

中文翻译：

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阅读理解评估

本研究调查了以任务或过程为导向的阅读行为对阅读理解评估表现的影响。5-8 年级的学生 (N = 275) 被随机分配在阅读测试段落之前或之后，以及他们在回答项目时允许和不允许访问该段落时听到多项选择项目。验证性因素分析 (CFA) 发现一个单因素模型，所有测试项目都加载到理解潜在变量上，比将文字、推理和评估项目作为三个单独的变量更适合。随后，结构方程模型探讨了测试条件或其他协变量（状态评估分数和学生人口统计数据）是否解释了阅读理解评估表现的差异。在 5-6 年级，对于在回答项目时保留文本的学生，无论他们是否预览项目，都发现了显着的积极影响。在 7-8 年级，四种测试条件没有发现显着差异。