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DefinitionBeing able to reading is being able to
understand, use and reflect on written texts, in order to:
achieve…one’s goals,
to develop…one’s knowledge and potential
and to participatein society.
John H.A.L. de Jong
Texts we read, teach and test Fill in a chart.
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Retrieving information
Interpreting text
Reflection &
Evaluation
Why do we read Complete a chart.
Let’s look at ReadingThere are four main elements in the activity of reading:
Let’s look at ReadingThere are four main elements in the activity of reading:
1.there is a reader2.there is a text (author?)
(the author is part of the text, but not present in the activity)
3.the reader has a goal (who decides?)(a self-chosen reason for reading the text)
4.the reading activity will have a result (what?)(a change in the reader: more knowledge, satisfaction, etc )
Which elements are observable? Assessable?
These elements should be relevant to the intended traitThese elements should interfere the least possible
• refers to (part of) a text• sets task pertaining to the text,
requiring particular subskill(s)
• specifies format for overt response demonstrating application of subskill
• specifies rules for scoring response
A Reading item
• may require to link information from the text to prior knowledge and experience
Only then are score differences likely to reflect differences in true ability on the intended trait: i.e. reliable and valid
Skills used in reading. Microskills Macroskills
Reading Strategies (microskills) Bottom-up processing (decoding)
which employs micro-skills Discrimination of graphemes &
orthographic patterns Recognition & interpretation of words,
word classes, patterns, rules, etc. Cohesive devices Making use of formal schema to
decode the written text
Reading Strategies (macroskills) Top-down processing which
employs macro-skills Recognition of rhetorical forms and
communicative functions Using background knowledge to
make inferences Scanning and skimming, guessing
meaning of words from context, activating relevant schemata
Types of Reading Tasks (1) Perceptive:
Bottom-up processing Decoding…
letters, words, graphemic symbols, etc. Tasks…
Reading aloud, picture-cued word or sentence identification, etc. (Brown 190-93)
Picture-cued criteria
Picture-cued criteria
Types of Reading Tasks (2) Selective:
A combination of…bottom-up and top-down processing
Formal aspects of language..lexical and grammatical
Tasks including…multiple-choice, matching, gap-filling
Form-focused criteria
Form-focused criteria
Meaning-focused criteria
Meaning-focused criteria
Meaning-focused criteria
Types of Reading Tasks (3) Interactive:
Shift to processing that is mostly… Top-down (with some instances of bottom-up)
More lengthy reading means the reader… must interact with the textgoes through a process of negotiating meaning
Focus includes both form-focused and meaning-focused (but more
emphasis on meaning comprehension) Task types…
Cloze, comprehension Qs, editing, short answers, scanning, ordering, info. transfer (graphics interpretation)
Editing tasks – multiple choice
Contextualized editing tasks
Ordering tasks
Cloze Taylor, W.L. (1953). "Cloze procedure: A
new tool for measuring readability." Journalism Quarterly, 30, 415-433.
Based on gestalt theory:
What do you see?
What do you see?
What do you see?
How did you feel? A common human reaction:
a release of tension because it has been possible to assimilate a previously non-sensical image into a frame of reference.
Gestalt emphasises that the mind abhors non-sense. And a whole is different than the sum of its parts
Cloze – fixed ratio deletion
Cloze –rational deletion
Cloze – C-test Klein-Braily, C & Raatz, U. (1984). A
survey of research on the C-Test. In: Language Testing, Vol.1, (2), pp. 134-146.
Cloze – C-test
Cloze-elide test
Types of Reading Tasks (4) Extensive:
Processing is top-down
Requires an understanding of a text that isGlobal
Tasks…Skimming, summarizing and responding, note-taking and outlining
Skimming
Summarizing
Test design considerations Types of reading by Length
(short, medium, long), Focus
(form and meaning), and process
(bottom-up vs. top-down)
(Brown, 2003)
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