An exploratory study into the construct validity of a reading comprehension test: triangulation of data sources

Anderson, Neil J.; Bachman, Lyle F.; Perkins, Kyle; Cohen, Andrew D.

doi:10.1177/026553229100800104

Cited by 125 publications

(101 citation statements)

References 15 publications

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“…This is in line with the findings of Weir et al (1990), Anderson et al (1991), Brutten et al (1991), Lumley (1993), Weakly (1993), and Bachman et al (1988 who achieved a sufficient degree of agreement on what are being measured by individual test items, but contrary to the findings of Alderson and Lukmani (1989) and Alderson (1990a) who concluded that judges are not able to agree on assigning particular subskills to individual test items.…”

Section: Discussionsupporting

confidence: 86%

“…Alderson (2000) cites quantitative studies supporting multi-divisible view such as Carroll (1993), Drum et al (1981), Pollitt et al (1985), and Davey (1988). Qualitative studies against a unitary view of reading include Anderson et al (1991), Bachman et al (1988), Brutten et al (1991), Lumley (1993), Weakly (1993) and Weir et al (1990), as cited by Weir and Porter (1994 ). In support of multi-divisible view of reading, Lumley (1993) argues that it may not be possible to say that reading subskills exist objectively as separate, concrete elements.…”

Section: Introductionmentioning

confidence: 96%

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The Relative Difficulty and Significance of Reading Skills

Hessamy¹,

Sadeghi²

2013

IJELE

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The importance of reading in English as a foreign language has resulted in numerous studies on the construct of reading and the nature of its underlying skills. This study investigated the possibility of any hierarchical relationship among a set of hypothesized reading comprehension (RC) subskills measured by IELTS in terms of two important criteria of relative difficulty and significance. Furthermore, it examined the relationship between the level of difficulty and significance of the subskills. To this end, five reading subskills that are most frequently referred to in the literature were selected and presented to six expert judges in order to assign them to IELTS reading items. The results showed considerable agreement among judges on matching test items with the subskills. Then, the selected items were administered to 180 Iranian English majors. Analysis of data, using repeated measure ANOVA, showed significant differences among mean scores on four, out of five, reading subskills in terms of difficulty; therefore, a hierarchy of difficulty was identified. In addition, using structural equation modeling, contribution of each of the five subskills to the construct of reading ability turned out to be significant indicating a hierarchy of relative contribution to overall RC ability among the specified subskills. However, Spearman rank order correlation showed no significant relationship between difficulty level and relative contribution to the totality of RC. The findings have implications for test construction as well as teaching and material development.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 96%

The Relative Difficulty and Significance of Reading Skills

Hessamy¹,

Sadeghi²

2013

IJELE

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“…Oxford (1990) believes that successful use of strategy highly hinges on learners' flexibility. Moreover, Anderson, Bachman, Perkins, and Cohen (1991) found that there was a relationship between strategy use and question type. They found that learners made use of skimming, paraphrasing, guessing, and elimination when they answered difficult items.…”

Section: Reading Comprehension and Strategymentioning

confidence: 99%

“…McGuire and Yewchuk (1996), for example, studied four gifted upper elementary students with reading problems found that these students used evaluation, paraphrasing, and regulation of metacognitive strategies effectively; however, what they significantly showed was individual differences in using strategies. Anderson, Bachman, Perkins, and Cohen (1991) found that there was a significant relationship among question types, learners' performance on reading test and the reading strategy they used. Elsewhere, O'Malley and Chamot (1990) found out that the nature of learners' strategy use influenced their way they performed in a given task.…”

Section: Introductionmentioning

confidence: 96%

Lower Intermediate Readers and Their Use of Cognitive and Metacognitive Strategies

Daftarifard¹,

Birjandi²

2015

SUET

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“…Por esta misma razón, es necesario que los instrumentos sean efectivos. De acuerdo a nuestra concepción de la evaluación y en concordancia con diversos autores (Anderson, Bachman, Perkins & Cohen, 1991;Alderson, 2000;Golden & Goldman, 2006), para que un instrumento de evaluación sea efectivo, debe cumplir con dos criterios fundamentales: confiabilidad y validez. El primero se refiere a la consistencia de la medición, es decir, a que los resultados de la aplicación del mismo instrumento de evaluación en diferentes instancias y por diversos evaluadores sean similares.…”

Section: Los Instrumentosunclassified

La comprensión del discurso escrito: Una propuesta teórico-metodológica para su evaluación

Ibáñez

2012

Rev. signos

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Resumen: Durante las últimas décadas, la evaluación de la comprensión del discurso escrito ha concitado el interés de una gran cantidad de especialistas, provenientes de diferentes ámbitos disciplinares, como la psicolingüística, la psicología del discurso, la lingüística aplicada, etc. Esto ha derivado en un número no menor de trabajos investigativos, los que, en gran parte, se centran en diversas problemáticas relacionadas con los instrumentos de evaluación. Tales problemáticas incluyen, entre otras, la pertinencia de las técnicas de evaluación, la incidencia de las características de los textos en la medición, el número y tipo de procedimientos necesarios para la validación de los instrumentos. Sin embargo, a pesar de la gran diversidad de estudios realizados en el área, son escasos los trabajos que, desde una perspectiva teórico-metodológica claramente definida, orientan la generación de instrumentos de medición. En este trabajo, proponemos un marco para el diseño y construcción de instrumentos de evaluación de la comprensión de textos escritos, basado en nuestra concepción teórica del fenómeno. En la propuesta, además, destacamos el valor de los estudios de corpus para sustentar las decisiones del especialista. Ello pues, este tipo de estudios permite guiar el establecimiento y mantención de una relación coherente entre los constructos teóricos a medir, los textos a seleccionar y las técnicas de evaluación a utilizar, lo que, en definitiva, debería redundar en un mejor instrumento de medición.Palabras Clave: Evaluación, comprensión de textos escritos, instrumentos.La comprensión del discurso escrito: Una propuesta teórico-metodológica para su evaluación * Written Discourse Comprehension: A theoretical and methodological framework for its assessment Revista Signos 2012, 45(78) Romualdo Ibáñez 21Abstract: During the last decades, assessment of written discourse comprehension has attracted the interest of a large number of specialists from various disciplinary fields, such as psycholinguistics, discourse psychology, applied linguistics, among others. This has led to a significant number of studies, most of which are essentially focused on issues regarding assessment instruments. Such issues include, among other aspects, how pertinent assessment techniques are, how important text's features are in the measuring, the number and the type of procedures required for validating instruments. However, in spite of the great variety of studies in the area, frameworks to guide the creation of assessment tools from a clear theoretical-methodological perspective are scarce. In this paper, we propose a framework for the design and construction of instruments for assessing written text comprehension, based on our theoretical conception of the phenomenon. Besides, in this proposal, we emphasize the importance of corpus studies to support the specialist's decision making during the design and construction of the instrument. Corpus studies can guide the generation and maintenance of a coherent relation among the theoretical ...

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An exploratory study into the construct validity of a reading comprehension test: triangulation of data sources

Cited by 125 publications

References 15 publications

The Relative Difficulty and Significance of Reading Skills

The Relative Difficulty and Significance of Reading Skills

Lower Intermediate Readers and Their Use of Cognitive and Metacognitive Strategies

La comprensión del discurso escrito: Una propuesta teórico-metodológica para su evaluación

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