A Look at Cloze Testing across Languages and Levels

Brière, Eugène J.; Clausing, Gerhard; Senko, Donna; Purcell, Edward M.

doi:10.2307/324111

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…Strong correlations between scores on cloze tests and scores on standardized reading comprehension tests have surfaced in research (Anderson, 1976;Bormuth, 1967). Cloze scores also discriminate among L2 readers (Brière, Clausing, Senko, & Pincell, 1978;Cziko, 1978;Jonz, 1987). Among the advantages of the cloze procedure is that, unlike comprehension questions, it does not introduce additional information that can modify the reader's reasoning process.…”

Section: In 1984 Alderson Launched a Debatementioning

confidence: 99%

Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo‐Croatian Learning French

Pichette

Segalowitz

Connors

2003

The Modern Language Journal

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(1980) hypothesized that effective interlingual transfer of reading skills requires the attainment of some particular threshold of second language (L2) knowledge. Results from a study by Hacquebord (1989) suggested that the interlingual transfer of reading skills also requires active reading of the first language (L1). Results from a longitudinal study carried out over a 1-year period with 52 Bosnians learning French as a L2 supported Clarke's hypothesis but were only partially in accord with Hacquebord's. Significant correlations between L1 and L2 reading performance for the subgroup of nonactive L1 readers suggested that failure to maintain L1 reading did not prevent the transfer of reading skills. However, the greater improvement in L2 reading ability by the active L1 readers than by the nonactive L1 readers suggested that maintaining L1 reading enhances the transfer of reading skills. IN 1984, ALDERSON LAUNCHED A DEBATEas to whether problems in foreign language reading stem from reading problems or language problems. He suggested that methodological shortcomings of previous studies were responsible for results that pointed in both directions and stressed the need for further studies to clarify the situation. Since Alderson's article appeared, at least 10 studies have examined the relative influence of first language (L1) reading ability and second language (L2) knowledge on L2 reading ability. In 1995, Bernhardt and Kamil reevaluated previously published data, which contributed to a resolution of Alderson's question. They concluded that the five studies that explicitly addressed the question (Bossers, 1991;Brisbois, 1995;Carrell, 1991;Hacquebord, 1989;Roller, 1988) pointed to the dominance of the L1 reading variable but that the range of estimates was too broad to allow for firm conclusions.Bernhardt and Kamil (1995) also presented new data from 186 English speakers reading English and Spanish. In their data, language proficiency accounted significantly for over 30% of the variance in L2 reading scores, whereas L1 reading FRANÇOIS PICHETTE

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Section: In 1984 Alderson Launched a Debatementioning

confidence: 99%

Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo‐Croatian Learning French

Pichette

Segalowitz

Connors

2003

The Modern Language Journal

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“…Uma das possibilidades adotadas para avaliar a compreensão de leitura é a técnica de Cloze, que tem sido objeto de atenção de estudiosos desde sua proposição por Taylor (1953) até os anos recentes, em que estudos mostram sua adequação como medida rápida e confiável da compreensão de leitura (Bellon-Harn, Credeur-Pampolina, & LeBoeuf, 2013;Briere, Clausing, Senko, & Purcell, 1978;Gellert & Elbro, 2012;Kroeger, Burton, & Preston 2009;Shahnazari-Dorcheh, Roshan, & Hesabi, 2012). No Brasil, o Cloze tem sido bastante usado para o diagnóstico do nível de compreensão de leitura em universitários, visto que consiste na eliminação de alguns vocábulos do texto, que são substituídos por traços.…”

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Avaliação e desenvolvimento da compreensão de leitura em universitários

Alcará

Santos

2015

Estud. psicol. (Campinas)

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Este estudo objetivou verificar os efeitos de um programa de remediação da compreensão de leitura. O delineamento usado foi quase experimental, com pré-teste, intervenção e pós-teste. Participaram da pesquisa 41 universitários, com idade de 18 a 51 anos, sendo 22 do Grupo Experimental e 19 do Grupo Controle. Foi utilizado o teste de Cloze no pré- e no pós-teste. Os resultados indicaram que os estudantes mostraram desempenho superior no pós-teste, visto que houve um incremento na pontuação em mais da metade dos participantes, mas que tal melhora foi insuficiente para mudar o nível de compreensão, na maioria dos casos. Pode-se concluir que as atividades desenvolvidas foram relevantes, principalmente porque favoreceram a conscientização dos estudantes sobre a importância da compreensão de leitura e do estudo eficiente.

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“…Stubbs and Tucker (1974) reported that the cloze test, as used at the American University in Beirut over several years, correlated with other measures and was powerful and economical. Brière, Clausing, Senko, and Purcell (1978) reported on the use of cloze tests with students of German, Chinese, Japanese, Russian, and French at the end of each of the first three semesters of study. The average scores were higher each semester for all languages other than German.…”

Section: Selling the Clozementioning

confidence: 99%

Language Testing in The Modern Language Journal

Spolsky

2000

The Modern Language Journal

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The Modern Language Journal published on average two articles a year dealing with language tests in its first 80 years. This probably reflects the actual (if not the desirable) level of interest in language testing of the language teaching profession. For the early years, before more specialized journals appeared, it gives an excellent picture of the history of the field in the United States. Later, the coverage became spottier, but there continued to appear a number of important articles especially on topics like prognosis and aptitude tests, the cloze test, oral testing, and the controversy over the ACTFL Proficiency Guidelines. As a whole, the articles show a valuable concern with the use rather than the form of language tests.

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A Look at Cloze Testing across Languages and Levels

Cited by 6 publications

References 3 publications

Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo‐Croatian Learning French

Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo‐Croatian Learning French

Avaliação e desenvolvimento da compreensão de leitura em universitários

Language Testing in The Modern Language Journal

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