Whalley, JLister, RThompson, EClear, TonyRobbins, PKumar, PKAPrasad, C2022-08-302022-08-3020062006https://hdl.handle.net/10292/15405In this paper we report on a multi-institutional investigation into the reading and comprehension skills of novice programmers. This work extends previous studies (Lister 2004, McCracken 2001) by developing a question set within two key pedagogical frameworks: the Bloom and SOLO taxonomies. From this framework of analysis some interesting emergent patterns relating the cognitive level of the questions to student performance have been identified.Bloom’s Taxonomy; SOLO; Novice programming; Multi-institutionalConference ContributionOpenAccess