Correlational Validation of Cloze Test and C - Test against IELT

Tabatabaei, Omid; Mirzaei, Elham

doi:10.5901/jesr.2014.v4n1p345

Cited by 3 publications

(3 citation statements)

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“…The question, for example, has been raised whether the Cloze procedure tests only 'local' comprehension, being sensitive to grammatical and semantic constraints on meaning (Carlisle & Rice, 2004) and not higher-order comprehension (Gellert & Elbro, 2013;Keenan, Betjemann, & Olson, 2008;Nation & Snowling, 1997). Evidence has, however, been presented to contest this (Gellert & Elbro, 2013;Tabatabaei & Mirzaei, 2014). While the Cloze procedure continues to be the subject of debate among scholars, instructors continue to use the instrument to provide an indication of their students' reading comprehension (Klapwijk, 2013).…”

Section: Evaluating Reading Comprehensionmentioning

confidence: 94%

South African financial reporting students' reading comprehension of the IASB Conceptual Framework

Rensburg

Coetzee

Schmulian

2014

Journal of Accounting Education

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Section: Evaluating Reading Comprehensionmentioning

confidence: 94%

South African financial reporting students' reading comprehension of the IASB Conceptual Framework

Rensburg

Coetzee

Schmulian

2014

Journal of Accounting Education

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“…It has been suggested that the Cloze procedure is sensitive to decoding and word-level processes and not higher-order comprehension (Keenan, Betjemann, & Olson, 2008;Nation & Snowling, 1997). Evidence has, however, been presented to contest this (Gellert & Elbro, 2013;Tabatabaei & Mirzaei, 2014). Despite the criticism, the Cloze procedure provides instructors with a 'very teacher-friendly' (Chatel, 2001, p. 3) and 'very helpful' indication of their students' general reading proficiency (Hadley & Naaykens, 1999, p. 64;Klapwijk, 2013) and allows for the exploration of demographic differences in students' reading comprehension (Janse van Rensburg et al, 2014).…”

Section: Evaluating Reading Comprehensionmentioning

confidence: 92%

Differences in students’ reading comprehension of international financial reporting standards: a South African case

Coetzee

Rensburg

Schmulian

2016

Accounting Education

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This study explores differences in students' reading comprehension of International Financial Reporting Standards in a South African financial reporting class with a heterogeneous student cohort. Statistically significant differences were identified for prior academic performance, language of instruction, first language and enrolment in the Thuthuka programme. Where students, in a heterogeneous financial reporting class, require additional interventions to develop their reading comprehension, instructors may need to consider implementing differentiated instruction. Although this study considers South African students, the results may be of interest in other multicultural or multilingual environments, particularly where students also have diverse traits and backgrounds and have to comprehend learning material in a second language.

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“…Scholars have praised cloze tests as a relatively easily developed and administered assessment to measure readability and global reading skills for ESL learners (Cohen, 1994;Hurley & Tinajero, 2001). A number of researchers who have used cloze tests have concluded that they are a valid and useful measure of textlevel reading comprehension for L2 readers (Saeedi, 2016;Tabatabaei & Mirzaei, 2014;Williams, Ari, & Santamaria, 2011;Yamashita, 2003).…”

Section: Cloze and Maze As Measures Of Text Understandabilitymentioning

confidence: 99%

A Comparison of Readability and Understandability in Second Language Acquisition Textbooks for Pre-service EFL Teachers

Dennis¹

2018

The Journal of AsiaTEFL

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Teachers must be able to comprehend their textbooks in order to fully benefit from their preparation programs. However, it is yet unclear whether textbooks used to teach challenging content to preservice non-native speaking English teachers might be beyond their ability. To investigate this question, a textbook readability analysis was performed with the Coh-Metrix text analysis tool. Textbook understandability was also assessed by means of maze passages given to teacher candidates in a pre-service English teacher education program. Readability analyses results indicated that the majority of the texts are excessively challenging for L2 readers at the level of the participants. Understandability findings revealed that many texts were able to be read independently but that all texts could be understood with scaffolding. Contrary to prior understandability research findings that showed that these textbooks were too difficult, this study found them to be suitable for their audience. However, a correlation between text understandability and course grades indicates that ability to comprehend the text could relate to course performance. Implications are that EFL teacher educators must recognize the importance of readability for textbook selection criteria and provide learners with access to other supplementary materials to scaffold their learning.

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Correlational Validation of Cloze Test and C - Test against IELT

Cited by 3 publications

References 0 publications

South African financial reporting students' reading comprehension of the IASB Conceptual Framework

South African financial reporting students' reading comprehension of the IASB Conceptual Framework

Differences in students’ reading comprehension of international financial reporting standards: a South African case

A Comparison of Readability and Understandability in Second Language Acquisition Textbooks for Pre-service EFL Teachers

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