Un nuevo enfoque en la evaluación on-line de la comprensión lectora

Resum

We present and analyze a novel assessment technique named triple task, which has never been used in reading comprehension research field, from our knowledge. This technique allows us to analyze key reading comprehension processes in real reading tasks, in scholar contexts. At second, it allows us to estimate temporal allocation and general pattern or orchestration of reading comprehension processes, which give us an index of students’ global reading comprehension strategies, analyzing the relationship between students’ reading comprehension strategy and level of reading comprehension. Finally, it provides an index of cognitive cost of reading comprehension processes, key matter, considering the key role of working memory in reading comprehension achievement and learning disabilities. In this paper we present the features of the triple task, and its possible design and develop in the reading comprehension research field; analyzing positive and negative features vs. other on-line assessment techniques, such as, thinking aloud, eye movements, or mobile windows.