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Updated: May 5, 2026

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
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Validating a Reading Comprehension Assessment for College Students: Preliminary Findings.

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Summary

The MOCCA-College reading assessment accurately measures college students' comprehension by linking correct answers to relevant background knowledge. Its efficiency correlates with standardized reading test scores, validating its use.

Keywords:
AssessmentCollege studentsInferencesMOCCA-collegeReading comprehension

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Reading Comprehension Research

Background:

  • Accurate reading comprehension assessment is crucial for college students' academic success.
  • Existing assessments may not fully capture the cognitive processes involved in college-level reading.
  • Understanding the role of background knowledge in reading comprehension is an ongoing area of research.

Purpose of the Study:

  • To validate a new reading comprehension assessment tool, MOCCA-College, for college students.
  • To investigate the relationship between background knowledge connections and comprehension accuracy on MOCCA-College.
  • To establish the criterion validity of MOCCA-College using standardized reading tests.

Main Methods:

  • Recruited 63 college students from diverse educational programs.
  • Administered MOCCA-College Online, followed by face-to-face think-aloud and recall tasks.
  • Utilized standardized assessments: Nelson-Denny Reading Test (NDRT) and Test of Word Reading Efficiency (TOWRE-2).

Main Results:

  • Correct MOCCA-College answers correlated with meaningful connections to background knowledge.
  • Incorrect answers were associated with irrelevant background knowledge connections.
  • MOCCA-College efficiency (seconds per correct answer) showed criterion validity against NDRT and TOWRE-2 scores.

Conclusions:

  • MOCCA-College effectively assesses college students' reading comprehension.
  • The assessment distinguishes between meaningful and irrelevant background knowledge use during reading.
  • Further research can refine assessment development for individual differences in college readers.