ABSTRACT This study describes the development and validation of a multidimensional measure of preadolescent and adolescent readers’ abilities to apply reading comprehension strategies necessary for understanding challenging academic texts. The Strategy Use Measure (SUM) was designed with the intention of being pedagogically informative to the increasingly multilingual student population in the U.S. in grades 6 through 8. The SUM aims to measure four areas of knowledge and skill that are widely purported to support the use of reading strategies: (a) morphological awareness, (b) knowledge of cognates, (c) ability to relate micro- and macro- ideas within a text, and (d) the ability to use intra- and inter-sentential context clues for defining unfamiliar words. The test was developed following a principled, iterative process to instrument development, employing Rasch models and qualitative investigations to test hypotheses related to the instrument’s validity. Findings suggest promising evidence for the validity and fairness of this multidimensional measure.

中文翻译：

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衡量阅读策略的使用

摘要这项研究描述了一项针对青春期和青少年读者运用理解理解具有挑战性的学术文章所必需的阅读理解策略的能力的多维测量方法的开发和验证。设计策略使用量度（SUM）的目的是为美国6至8年级越来越多的语言学生提供教学信息。该SUM旨在衡量广泛支持支持使用的四个知识和技能领域阅读策略：（a）形态意识，（b）认知知识，（c）在文本中关联微观和宏观思想的能力，以及（d）使用句子内和句子间上下文线索进行阅读的能力定义不熟悉的单词。该测试是按照原则上反复进行的仪器开发过程开发的，使用Rasch模型和定性研究来检验与工具有效性相关的假设。研究结果为这种多维测量的有效性和公平性提供了有希望的证据。