Evaluación de la comprensión lectora mediante un modelo de diagnóstico cognitivo

Pablo Cáceres Serrano, Jesús M.Alvarado Izquierdo

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

3 Citas (Scopus)

Resumen

Cognitive Diagnostic Models (CDM) are discrete latent variable models of confirmatory nature, devised for the evaluation of multidimensional constructs such as reading comprehension. In the present work the steps to design an evaluation of the CDM are shown. The study involved 434 students between the ages of 9 and 10 years old who were given a set of reading comprehension items. A panel of experts identified the skills underlie to the different items. After the identification of the set of skills, it was built a matrix of items by skills, called Q-matrix. Upon base on Q-matrix, it was studied the fit between different CDM models (DINO, DINA, RRUM and G-DINA) obtaining a good fit to the G-DINA model. This result allowed to make a description of the students according to their abilities in the different dimensions of reading comprehension and to contribute to the knowledge of the skills underlie to comprehension.

Título traducido de la contribuciónAssessment of reading comprehension through a cognitive diagnosis model
Idioma originalEspañol
Páginas (desde-hasta)149-162
Número de páginas14
PublicaciónRevista Iberoamericana de Diagnostico y Evaluacion Psicologica
Volumen51
N.º2
DOI
EstadoPublicada - abr. 2019
Publicado de forma externa

Palabras clave

  • Cognitive diagnostic models
  • Latent classes
  • Reading comprehension

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