This study focused on the relationship between percentage of vocabulary known in a text and level of comprehension of the same text. Earlier studies have estimated the percentage of vocabulary necessary for second language learners to understand written texts as being between 95% (Laufer, 1989) and 98% (Hu & Nation, 2000). In this study, 661 participants from 8 countries completed a vocabulary measure based on words drawn from 2 texts, read the texts, and then completed a reading comprehension test for each text. The results revealed a relatively linear relationship between the percentage of vocabulary known and the degree of reading comprehension. There was no indication of a vocabulary "threshold," where comprehension increased dramatically at a particular percentage of vocabulary knowledge. Results suggest that the 98% estimate is a more reasonable coverage target for readers of academic texts.
The goal of reading assessments is to provide feedback on the skills, processes, and knowledge resources that represent reading abilities. Reading assessments are used for many purposes. However, any appropriate use of reading assessments begins from an understanding of the reading construct, an awareness of the development of reading abilities, and an effort to reflect the construct in assessment tasks. In this chapter, we will first define the construct of reading. Then we will present a straightforward framework that categorizes many uses and purposes for reading assessment, including standardized reading proficiency assessment, classroom reading assessment, assessment for learning, assessment of curricular effectiveness, and assessment for research purposes. For each category in the assessment framework, we will outline and describe a number of major assessment techniques. Finally, we will explore some innovative techniques for reading assessment and discuss challenges and issues for reading assessment.
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