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Is Retell a Valid Measure of Reading Comprehension?

Yucheng Cao1, Young-Suk Grace Kim1

  • 1University of California, Irvine.

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|January 18, 2021
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Summary
This summary is machine-generated.

Retell assessments show a moderate connection to overall reading comprehension in students grades 1-12. However, caution is advised against using retell as the sole measure of reading ability.

Keywords:
assessmentmeta-analysismoderatorsreading comprehensionretell

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Area of Science:

  • Educational Psychology
  • Literacy Studies
  • Research Methodology

Background:

  • Retell is a common method for assessing reading comprehension.
  • Understanding the validity of retell compared to other measures is crucial for educational assessment.

Purpose of the Study:

  • To meta-analytically evaluate the relationship between retell and other reading comprehension measures in students.
  • To identify factors that moderate the strength of this relationship.

Main Methods:

  • Conducted a meta-analysis of 23 studies involving 4,705 participants.
  • Analyzed effect sizes to quantify the relation between retell and reading comprehension.
  • Performed moderation analyses based on grade level, assessment format, and retell characteristics.

Main Results:

  • A moderate positive correlation (r = .46) was found between retell and other reading comprehension measures.
  • The correlation was stronger with cloze/maze tasks than multiple-choice formats.
  • The relationship weakened in higher grades, influenced by text genre and prompt number in retell.

Conclusions:

  • Retell demonstrates a moderate, but not perfect, alignment with broader reading comprehension assessments.
  • Using retell as the sole measure of reading comprehension may be insufficient.
  • Further research into systematic retell assessment approaches, particularly prompt strategies, is warranted.