Assessments of reading comprehension

Different measures, different explanatory variables and achievement

Abstract

This study investigates the reading achievement of 69 Portuguese fourth graders on national (NA) and international (PIRLS) assessments and its relation to reading skills in the following areas: phonological awareness, word recognition, fluency, accuracy, and types of oral reading errors. Data analysis was conducted using regression and t-tests for dependent samples. Results indicate that in the NA reading accuracy and vocabulary knowledge predict reading comprehension. In PIRLS, vocabulary knowledge and non-meaning changing errors explain the variance in reading scores. Performance in the NA was significantly higher than in PIRLS and, in this test, students scored significantly lower on questions that require interpreting and evaluating text than on literal questions. Differences in test design and implications for monitoring educational outcomes are discussed.