Applying Cross-Validated Psychometric Models to the Bavarian Reading Test (BYLET) to Confirm a Four-Comprehension-Process Model and Determine the Role of Text Difficulty in Reading Comprehension Measurement

In this study, we compared different models of reading comprehension on a large data basis of more than 6500 students. We examine models representing the Simple View of Reading, a four-process-model as well as the influence of text difficulty by applying psychometric modeling in the framework of item response theory to the newly developed Bavarian reading test BYLET. Results demonstrate the best fit for a four-process model and a negligible influence of text difficulty measured by word and sentence length. The psychometric models were robust as indicated by cross-validation and the test showed good reliability and validity. We conclude that theories of reading comprehension processes also apply to the measurement of reading comprehension as a trainable skill and that the BYLET is suitable for reading comprehension assessment between grades two to seven. The study is preregistered. Analysis code is available on https://osf.io/xw9bv/?view_only=3f294689e3ec4f059527d272ddd3c135. Materials can be sent to interested researchers on request.