Please take a look at the articles and documents below for more information on reading comprehension, MOCCA’s scientific evidence-base, and publications from the MOCCA team. Want to use MOCCA in your study? Email us at mocca@uoregon.edu

Davison, M. L., Biancarosa, G., Carlson, S. E., Seipel, B., & Liu, B. (2017). Preliminary findings on the computer-administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test. Assessment for Effective Intervention. Advance online publication. doi:10.1177/1534508417728685

Seipel, B., Biancarosa, G., Carlson, S. E., & Davison, M. L. (2017). The need, use, and future of cognitive diagnostic assessments in classroom practice. In V. Wang (Ed.) Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, (pp.1-23). Hershey, PA: IGI Global.

Seipel, B., Biancarosa, G., Carlson, S., & Davison, M. (2015). Analysis of textual features of a new reading comprehension assessment: MOCCA. Society for Research on Educational Effectiveness. ERIC number ED562094.

Carlson, S. E., Seipel, B., & McMaster, K. (2014). Development of a new reading comprehension assessment: Identifying comprehension differences among readers. Learning and Individual Differences, 32, 40-53.

Refining and Validating a Measure of Individual Differences in Reading Comprehension Processes During Reading – Institute of Education Sciences

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