The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Assessing Reading Comprehension: The Effects of Text-Based Interest, Gender, and Ability
Abstract
Previous research has established that interest in a text is related to better comprehension and recall, but the impact of interest on comprehension in testing situations has not been widely investigated. This study used Hierarchical Linear Models (HLM) to examine the relationship between students' interest in reading passages and their performance on reading comprehension test items over those passages. The study involved 19,735 students in Grades 4 through 8. Stimuli consisted of 98 different reading passages. A small but significant relationship between interest and test performance was found, which was stronger for girls and for students of higher ability levels. A second HLM analysis was employed to explore whether certain passage characteristics were associated with higher or lower interest. The implications for test construction are discussed.
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“Third, we did not control for a variety of intervening factors that may influence both reading comprehension and MW in typical readers, such as topic interest and text difficulty”
From Text‐to‐speech applications to reduce mind wandering in students with dyslexia (2022) · cites this paper as Babbitt Bray, & Barron, 2004
Citations
Cites
Effect of interest on attentional shift, recognition, and recall in young children
Renninger, K. A., & Wozniak, R. H. (1985) · Developmental Psychology · doi:10.1037/0012-1649.21.4.624 · Cited by 279
Sources of Situational Interest
Schraw, G., Bruning, R., & Svoboda, C. (1995) · Journal of Reading Behavior · doi:10.1080/10862969509547866 · Cited by 258
Cited by
Text‐to‐speech applications to reduce mind wandering in students with dyslexia
Bonifacci, P., Colombini, E., Marzocchi, M., Tobia, V., & Desideri, L. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12624 · Cited by 47
Metadata
- Authors
- Babbitt Bray, G., & Barron, S.
- Venue
- Educational Assessment
- Publisher
- Informa UK Limited
- Published
- 2004-08
- Volume
- 9
- Issue
- 3-4
- Pages
- 107-128
- ISSN
- 1062-7197 (ISSN-L)
- 1532-6977
- OpenAlex
- W2078386354
- Cited by
- 45
- References
- 2
- Citations by year
- 2026: 1 · 2025: 1 · 2023: 5 · 2022: 6 · 2021: 2 · 2019: 3 · 2018: 1 · 2017: 1 · 2016: 3 · 2015: 2 · 2014: 5 · 2013: 3 · 2012: 3
- FWCI
- 0.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Assessment (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Literacy and Educational Practices
- Keywords
- reading comprehension, reading test performance, gender differences, ability levels, reading passages, test development, primary and secondary school students
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- Babbitt Bray, G., & Barron, S. (2004). Assessing Reading Comprehension: The Effects of Text-Based Interest, Gender, and Ability. Educational Assessment. https://doi.org/10.1080/10627197.2004.9652961
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
