7th session reading strategies

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7th 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 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.
  5. 5. READING AS A STRATEGIC PROCESS FACTORS AFFECTING THE DIFFICULTY OF READING TEST TEXTS Text Length
  6. 6. READING AS A STRATEGIC PROCESS Text Length Alderson (2000. p.108) A problem all reading-test developers face is how long the texts should be on which they base their tests. Engineer (1997) cited in Alderson (2000. p.108) “found that when texts longer than 1.000 words were used, the abilities that could be measured changed” What does a longer text measure then?
  7. 7. READING AS A STRATEGIC PROCESS Text Length “” (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)
  8. 8. THANK YOU
  9. 9. READING AS A STRATEGIC PROCESS Text Length “Long texts allow testers to assess syntactic and lexical knowledge more than discourse processing abilities. Similarly, the ability to identify the main idea of long texts might be thought to be qualitatively different from the ability to identify the main idea in short texts. It is also likely to be much easier to measure reading speed using longer texts than with a number of short passages with associated questions” Alderson (p.108-109)
  10. 10. 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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