Proceedings of the Annual Meeting of the Cognitive Science Society

The purposes of this study were to develop a theoretical-based, comprehension process assessment and to measurechildren’s reading comprehension processes. This assessment was based on Hannon & Daneman’s (2001) paradigm and Han-non & Frias’ (2012) component processes tasks, including the memory measure, the inference measure, knowledge access andintegration measure, and modified to two parts in order to assess 4th to 6th graders’ reading comprehension processes. Wereduced the difficulties and complexity of this comprehension measure for younger children. Four-hundred-and-fifty partic-ipants (at 4th to 6th grade level) were recruited from four elementary schools in Chia-Yi, Taiwan. The results show that theCronbach’s alpha coefficients were .75 to .87 and the citerion-reference validity was around .70 to .75 with the Chinese ReadingComprehension Test. There were good item discriminations and difficulties, analysed by the Rash model.