Levels of planning predict different reading comprehension outcomes

The purpose of this study was to examine if different measures of Planning could be used to operationalize action and operation planning, and if these two levels of Planning could predict different reading comprehension outcomes after controlling for vocabulary and reading speed. One hundred eighty-six university students (120 females; mean age = 22.26 years) were assessed on Planning (Planned Connections, Planned Patterns, Planned Codes, and Crack the Code), vocabulary, reading speed, and reading comprehension (Nelson-Denny Reading Test and Interleaved Sentences). The results of factor analysis indicated first that the four Planning tasks were loading on two separate factors conceptually dividing them into two levels: action planning (CTC) and operation planning (Planned Connections, Planned Patterns, and Planned Codes). Second, the results of regression analyses showed that action planning was accounting for unique variance only when predicting performance demanding a higher level of comprehension (Nelson Denny), whereas operation planning predicted performance only in a task requiring a relatively lower level of comprehension (Interleaved Sentences). These findings suggest that the division of Planning into its different levels can help us better understand its contribution to reading comprehension. At the same time, the cognitive demands exerted by different comprehension outcomes may also determine the strength of their relationship with Planning.