Francis, D. J., Snow, C. E., August, D., Carlson, C. D., Miller, J., & Iglesias, A. (2006). Measures of reading comprehension: A latent variable analysis of the diagnostic assessment of reading comprehension. Scientific Studies of Reading, 10(3), 301-322. https://www.tandfonline.com/doi/abs/10.1207/s1532799xssr1003_6?casa_token=U2KI89-pWboAAAAA:hEGuqhgyL-7ixlsve-jKwQabWapQpjC6KzvU9EIJM-hqv0p8VEtyJZAP9rQFILO2UwhSSR3iyREKHA

University of Michigan - Ann Arbor

Researchers looked at the effects of 2 reading comprehension tests - Woodcock-Johnson Language Proficiency Battery-Revised (WLPB-R) Passage Comprehension subtest, a standard test used in research and Diagnostic Assessment of Reading Comprehension (DARC), a newer experimental test on English language learners (ELLs)
- Conducted latent variable analyses on 192 Spanish-speaking ELL 3rd graders in Texas from 33 classrooms in 9 schools from 2 different districts 
- DARC does not emphasize word recognition skills and instead focuses more on memory
- Both tests have similar emphasis on nonverbal reasoning 

Measures of reading comprehension: A latent variable analysis of the diagnostic assessment of reading comprehension

- Based on tests that Potts and Peterson (1985) and Hannon and Daneman (2001) developed with 4 criteria: memory recall of new information (text memory), making new inferences (text inferencing), using prior knowledge (knowledge access), and connecting prior knowledge to new information (knowledge integration)
- Consists of 30 T/F questions after each passage 
- Can reduce varying levels of reading on scores because the correlation with print skills is not strong in DARC compared to WLPB-PC
- Oral language and narrative skills much more important for DARC than WLPB-PC
- DARC emphasizes “verbal processing of information” rather than vocabulary on knowledge understood and retained 

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