Reading comprehension measured with open questions uniquely predicts integration while cloze-measured comprehension does not¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2026: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Reading comprehension assessed with open questions was a unique positive predictor of integration performance, whereas reading comprehension measured with the cloze test was not. → Kullberg 2023
Evidence¶
Kullberg 2023¶
Kullberg, N., Kiili, C., Bråten, I., González-Ibáñez, R., & Leppänen, P. H. T. (2023). Sixth graders' selection and integration when writing from multiple online texts. Instructional Science. https://doi.org/10.1007/s11251-022-09613-5
q3 · i? · associational · r2
In the hierarchical regression, open-question comprehension (β = .257 in step 1, p = .007) was a unique positive predictor while the cloze test was not (β = .043, p = .662). The authors suggest open questions required skills more closely related to composing from multiple texts.
"It is noteworthy that reading comprehension assessed with open questions was a unique positive predictor of integration performance, whereas reading comprehension measured with the cloze test was not."
Discussion¶
Learner Variables¶
- Reading and Language — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Intratextual integration dominates while intertextual integration is rare in sixth graders' multiple-text writing — related
- Grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness are uniquely and positively related to substantive quality of first-grade written composition — related
- Kindergarten oral language does not uniquely predict third-grade expository writing quality — related
- Self-reported multiple-text strategies did not predict intratextual comprehension, where prior knowledge was the unique predictor
- Question quality, not study time, predicted comprehension test performance among questioners — related
- Self-reported accumulation negatively predicts intertextual comprehension while cross-text elaboration positively predicts it, after controlling for prior knowledge — related
- Nearly half of sixth graders' written products from multiple texts show poor integration quality — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
open-questions-comprehension-unique-predictor-integration |
title |
Reading comprehension measured with open questions uniquely predicts integration while cloze-measured comprehension does not |
description |
Reading comprehension measured with open questions uniquely predicts integration while cloze-measured comprehension does not |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
recheck_by |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kullberg-2023 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.