Measuring strategy use in context with multiple-choice items |
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| Authors: | Jennifer Cromley Roger Azevedo |
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| Institution: | (1) Department of Psychological Studies in Education, Temple University, Ritter Annex 201, 1301 Cecil B. Moore Avenue, Philadelphia, 19122-6091, PA, USA;(2) Department of Educational and Counselling Psychology (ECP), Laboratory for the Study of Metacognition and Advanced Learning Technologies, McGill University, 3700 McTavish Street, Room 549, Montreal, Qu?bec, H3A 1Y2, Canada |
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| Abstract: | A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy.
We created a multiple-choice measure of students’ strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of reading comprehension.
One study was conducted at the high school level (N = 175) and two at the undergraduate level (N = 185 and 737). Over the three studies with three different samples, we found good evidence for the internal consistency
reliability and concurrent validity of this type of measure. Commonality analysis suggested that strategy use mainly makes
a shared contribution to comprehension with other predictors, especially inference, and to some extent vocabulary, background
knowledge, and word reading. The measure was relatively easy to construct and easy to administer to large numbers of students,
and showed much higher evidence of concurrent validity than self-ratings of frequency of use of strategies. |
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