Development and Validation of a Tool to Detect and Repair Text Inconsistencies

• Published in: Revista electrónica de investigación psicoeducativa y psicopedagógica Vol. 17; no. 48; pp. 437 - 464
• Main Authors: Fajardo, Christian Soto, de Blume, Antonio P. Gutierrez, Castro, Marco Antonio Contreras, Bernal, Macarena Carrasco
• Format: Journal Article
• Language: English
• Published: University of Almeria, Education & Psychology I+D+i 01.09.2019
• Subjects: Factor Structure; Foreign Countries; Identification; Metacognition; Predictive Validity; Reading Ability; Reading Comprehension; Reading Tests; Reliability; Standardized Tests; Undergraduate Students; Chile
• ISSN: 1696-2095; 1696-2095
• DOI: 10.25115/ejrep.v17i48.2352

Introduction: Reading comprehension is an important skill in the fast pace global society in which we now live. However, reading comprehension is a rather complex process that involves the dynamic interaction of cognitive and metacognitive skills. Method: In the present study, we investigated whether a newly-developed text inconsistency detection task adequately measured inconsistency detection and reparation. We validated the measure employing a sample of 146 undergraduate students in Chile. We also explored whether the validated measure significantly positively predicted performance on a standardized reading comprehension measure and whether it was able to adequately discriminate between proficient and poor readers. Results: We found that the final solution of inconsistency detection task was unidimensional and explained approximately 68% of the variability in the items. Further, inconsistency detection and reparation positively significantly predicted reading comprehension performance, and it was able to successfully discriminate between proficient and poor readers. Implications for learning and educational practice are discussed. Discussion and Conclusion: We demonstrated that our proposed text inconsistency detection test can be successfully and efficiently employed to invoke readers' skill at monitoring reading comprehension by challenging them to detect inconsistencies and pursue the metacognitive process of reparation (i.e., control).