READING AS A STRATEGIC PROCESS
READING AS A STRATEGIC PROCESS


Reference
Alderson, J.C. (2000) Assessing reading. (pp. 85-115). C.U.P
READING AS A STRATEGIC PROCESS
Research into the assessment of reading.
   FACTORS AFFECTING THE DIFFICULTY OF READING
   ...
READING AS A STRATEGIC PROCESS


  FACTORS AFFECTING THE
  DIFFICULTY OF READING
  TEST TEXTS

Background knowledge Vs
Te...
READING AS A STRATEGIC PROCESS
Background Knowledge versus Text Content

 Shohamy (1984) cited in Alderson (p.102) showed
...
READING AS A STRATEGIC PROCESS
Background Knowledge versus Text Content

  “subject-related texts might also discriminate ...
READING AS A STRATEGIC PROCESS

Background Knowledge versus Text Content




“Students do not necessarily do better on mat...
READING AS A STRATEGIC PROCESS
Background Knowledge versus Text Content

Conclusions

1.Testing Techniques and Background ...
THANK YOU
READING AS A STRATEGIC PROCESS
Background Knowledge versus Text Content
 Techniques for Testing Reading
    ‘test method’,...
READING AS A STRATEGIC PROCESS
Background Knowledge versus Text Content

Experimental language programs whose failure over...
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6th session reading strategies

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6th session reading strategies

  1. 1. READING AS A STRATEGIC PROCESS
  2. 2. READING AS A STRATEGIC PROCESS Reference Alderson, J.C. (2000) Assessing reading. (pp. 85-115). C.U.P
  3. 3. READING AS A STRATEGIC PROCESS Research into the assessment of reading. FACTORS AFFECTING THE DIFFICULTY OF READING TEST ITEMS  Language of questions  Types of Questions  Testing Skills  Role of Grammar in Reading Tests  Role of Vocabulary in Reading Tests  Use of Dictionaries in Reading Tests Exercise: Understanding Fact and Opinion FACTORS AFFECTING THE DIFFICULTY OF READING TEST TEXTS  Background knowledge Vs Text Content  Text length
  4. 4. READING AS A STRATEGIC PROCESS FACTORS AFFECTING THE DIFFICULTY OF READING TEST TEXTS Background knowledge Vs Text Content Stone inscriptions from ancient Athens and Attica
  5. 5. READING AS A STRATEGIC PROCESS Background Knowledge versus Text Content Shohamy (1984) cited in Alderson (p.102) showed that the text had a significant effect on test scores. Based on multiple-choice or open-ended questions. See Chapter 7 .Techniques for testing reading. Alderson (2000. p.202-247) Questions were presented in L1 or the L2. • To greater or lesser readability of the texts used (content effect). • Background knowledge.
  6. 6. READING AS A STRATEGIC PROCESS Background Knowledge versus Text Content “subject-related texts might also discriminate against individuals who happen to possess less background knowledge in a particular field” (p.103). “Erickson and Molly (1983) study suggests that facilitating effect of content familiarity may extend to enabling linguistic skills to be better deployed and displayed” (p.103)
  7. 7. READING AS A STRATEGIC PROCESS Background Knowledge versus Text Content “Students do not necessarily do better on materials in their own academic field” Moy (1975), koh (1985) and Perez and Shoham (1990)
  8. 8. READING AS A STRATEGIC PROCESS Background Knowledge versus Text Content Conclusions 1.Testing Techniques and Background knowledge have a great effect on test scores. 2.Content familiarity may enable linguistic skills and reading comprehension skills. 3.Students do not necessarily do better on materials in their own academic field. 4.Language level is a better predictor than knowledge of the subject area.
  9. 9. THANK YOU
  10. 10. READING AS A STRATEGIC PROCESS Background Knowledge versus Text Content Techniques for Testing Reading ‘test method’, ‘test technique’ and ‘test format’ •The cloze test and gap-filling • The C-test tests • The cloze elide test •Multiple-choice techniques • Short answers tests •Matching techniques •Ordering tasks • The free recall test •Editing tests • The summary test • The gapped summary • Information transfer techniques See a range of different objective and subjective techniques
  11. 11. READING AS A STRATEGIC PROCESS Background Knowledge versus Text Content Experimental language programs whose failure over the 20past two decades is demonstrated by the current high drop-out rate and low English literacy levels of many immigrant children; and whereas young immigrant children can easily acquire full fluency in a new language, such as English, if they are heavily exposed to that language in the classroom at an early age. 25Therefore, it is resolved that: all children in California public schools shall be taught English as rapidly and effectively as possible.

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