Development of a measurement instrument for upper primary students’ reading strategy use

Despite the importance of reading comprehension, many students struggle with it. In this respect, upper primary education is a critical period in the development of reading comprehension strategies. However, there is a lack of appropriate measurement instruments to map these students’ strategy use. Therefore, a new task-specific Reading Comprehension Strategies Questionnaire (RCSQ) was developed in this study. Explorative (n = 1585) and confirmative factor analyses (n = 1585) were performed. The RCSQ emerged from these analyses, containing five subscales: (1) overt cognitive reading strategies, (2) covert cognitive reading strategies, (3) monitoring, (4) evaluating, and (5) using home language in view of comprehending texts. Based on the findings, the theoretical and educational significance of the RCSQ is discussed.

Publication year:2021

Accessibility:Open