Assessing Reading

Perkins, Kyle

doi:10.1017/s026719050000355x

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…This review of research on teaching reading has two primary purposes. It will extend the three reviews of second language reading that appeared in Volume 18 of ARAL on reading theory (Hudson, 1998), reading assessment (Perkins, 1998), and reading instruction (with an emphasis on extensive reading) . It will also focus specifically on research that supports instructional practices to improve second language (L2) reading comprehension and highlights areas where further research is needed.…”

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confidence: 91%

3. Research on Teaching Reading

Grabe¹

2004

APL

196

135

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This chapter builds on prior reviews of reading theory, research, and assessment published in the Annual Review of Applied Linguistics and uses them and additional current research to develop a set of 10 instructional implications for second language reading. The review draws upon both L1 and L2 research to demonstrate support for instructional approaches that (1) ensure fluency in word recognition; (2) emphasize the learning of vocabulary; (3) activate background knowledge; (4) ensure acquisition of linguistic knowledge and general comprehension; (5) teach recognition of text structures and discourse organization; (6) promote development of strategic readers rather than mechanical application of strategy checklists; (7) build reading fluency and rate; (8) promote extensive reading; (9) develop intrinsic motivation for reading; and (10) contribute to a coherent curriculum for student learning. There is empirical support for each of these implications, although at the same time, additional research related to many is needed to further identify aspects of effective L2 reading instruction in particular settings. While further research alone does not guarantee improved reading pedagogy, it provides one means of identifying specific aspects of reading abilities and testing alternative instructional practices and is thus a crucial component in the search for more effective outcomes.

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confidence: 91%

3. Research on Teaching Reading

Grabe¹

2004

APL

196

135

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“…as assessed by reproduction of the text, a more shallow understanding suffices" (1994, p. 294 (Alderson, 2000). Multiple-Choice Questions/Selected Response By far, the most common method currently used to assess L2 reading comprehension is multiple-choice (MC) questions or as they are sometimes called, selected response questions (Alderson, 2000;Bachman & Palmer, 1996;Perkins, 1998).…”

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confidence: 99%

Use of textual elaboration with literary texts in intermediate Spanish

O’Donnell¹

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The purpose of this study was to analyze textual elaboration as a modification option for literary texts in an intermediate Spanish language course. This study suggests that literary texts might obtain a more predominant place in second language instruction, especially for readers with lower levels of language proficiency, if learners were supplied with additional tools to facilitate comprehension. Elaboration is one of these tools that could ease comprehension difficulty that occur due to as text failure; that is, the difficulties readers encounter when the text's structure is so obtuse or unfamiliar to the reader. Here, readers' response to textual elaboration was tested and measured. Readers' comprehension was assessed via three instruments: (a) a recall protocol, (b) multiplechoice questions and (c) short constructed response questions. The study findings indicate that elaborative modifications to literary texts influence the amount and kind of information that intermediate-level Spanish learners comprehend about the texts. Limited-proficiency L2 readers of short literary texts that have been modified elaboratively can recall more information about the texts and are able to identify more vocabulary that appeared within the text. They cannot, however, infer meaning from these texts to a greater degree than the readers of unmodified versions of the same texts. Moreover, level of text difficult plays a pivotal role in relations to the effectiveness of elaborative modifications. In term of comprehension, students who read unmodified texts that are relatively easy to comprehend benefit the least from elaborative modifications. v Reader-Based Factors: L2 Proficiency .

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Adapting or Developing Source Material for Listening and Reading Tests

Green

2013

The Companion to Language Assessment

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The ability to understand spoken or written language cannot be observed directly but must be inferred. In tests of reading and listening, test takers are given input in the form of texts or recordings of spoken language and are asked to perform tasks as evidence of their comprehension. This chapter traces how the choice of texts or recordings for use in such tests has been shaped by trends in language education. The last century saw a decisive movement away from translation and reading aloud toward the use of comprehension questions as evidence of understanding. Considerations in selecting and preparing material are outlined. Methods that have been used by developers to gauge the difficulty of texts and recordings are described. The role of item writers in shaping or adapting material for use in tests is discussed, and predictions are made about future developments, including a growing role for technology in the selection of material.

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Assessing Reading

Cited by 4 publications

References 17 publications

3. Research on Teaching Reading

3. Research on Teaching Reading

Use of textual elaboration with literary texts in intermediate Spanish

Adapting or Developing Source Material for Listening and Reading Tests

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