Abstract

This study investigated the reliability of the revised Early Expository Comprehension Assessment (EECA), a measure that looked at preschoolers' comprehension of expository text. Thirty-seven preschool children between the ages of four and five were administered two comparable versions of the measure by two examiners. Scoring procedures were created and the protocols were scored and compared for reliability. The data was analyzed using a mixed models Analysis of Variance for repeated measures and a maximum likelihood estimate of variance components. Results from the analysis showed that version and order had no significant effect on three of the response task scores (Purpose of the Text, Problem/Solution Retelling, and Problem/Solution Mapping), indicating these tasks were reliable. Results showed that variation due to controlled administration variables (version and order) was larger as compared to variability among the subjects in two of the response task scores (Graphics and Problem/Solution Questions), indicating these tasks to be unreliable.

Degree

College and Department

David O. McKay School of Education; Teacher Education

Rights

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