The importance and basic type of reading, micro- and macro skills of reading, and how to observing the performance and designed the assessment tasks

1. ASSESSING READING
EFL LEARNING

2. ASSESSING READING
Gendre of Reading
1. Academic Reading
General interest articles, technical
reports, etc.
2. Job Related Reading
Messages, letters, mails, memos, etc
3. Personal Reading
Newspaper, magazine, notes, recipes,
menu, etc.

3. MICROSKILLS FOR READING
Discriminate among the distinctive
graphemes and orthographic patterns of
english.
Retain chunks of language of different
lengths.
Process writing at an efficient rate.
Recognize grammatical word classes,
systems, rules and elliptical forms.

4.  Recognize that a particular meaning may
be expressed in different grammatical
forms.
 Recognize cohesive devices in writing
discourse
 Recognize a core of words and interpret
word order patterns and their
significance.

5. MACROSKILLS FOR READING
Recognize the rhetorical form of writing
discourse.
Recognize the communicative functions of
written texts.
Infer context that is not explicit by using
background knowledge.

6. From described events
Distinguish between literal and implied
meaning.
Detect culturally specific references and
interpret them in a context of the appropriate
cultural schemata.
Develop and use a battery of reading
strategies.

7. SOME PRINCIPAL STRATEGIES FOR
READING
Identify your purpose in reading a text.
Apply spelling rules and convention for
bottom up decoding.
Use lexical analysis to determine meaning.
Guess the meaning when you aren’t
certain.
Skim the text for the gist and for main
ideas.
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8. Scan the text for specific information.
Use silent reading techniques for rapid
processing.
Use marginal notes or outlines for
understanding information.
Distinguish between literal and implied
meanings.
Capitalize on discourse markers to process
relationships.

9. TYPE OF READING
Perceptive
Perceptive reading tasks involve
attending to the components of larger
stretches of discourse.
Selective
This category is largely an artifact of
assessment format. In order to ascertain
one’s reading recognition of lexical,
grammatical, of discourse of language
within a very short stretch of language

10. Interactive
Include among interactive reading types
are stretches of language of several
paragraphs to one page or more in which the
reader must.
Extensive
Extensive reading applies to texts of
more than one page, up to and including
professional articles,essays, short story, and
books.

11. DESIGNING ASSESSMENT TASKS :
PERCEPTIVE READING
Reading Aloud
Written Response
Multiple Choice
Picture Cued Items

12. DESIGNING ASSESSMENT TASKS :
SELECTIVE READING
Multiple Choice (for form focused criteria)
Matching Tasks
Editing Tasks
Picture Cued Tasks
Gap Filling Tasks

13. DESIGNING ASSESSMENT TASKS :
INTERACTIVE READING
Cloze Tasks
Impromptu Reading Plus Comprehension
Questions
Short Answer Tasks
Editing (longer texts)
Scanning
Ordering Tasks
Information Transfer

14. DESIGNING ASSESSMENT TASKS :
EXTENSIVE REDING
Skimming Tasks
Summarizing and Responding
Note Taking and Outlining

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