comprehension
Choosing texts
Many sources for reading texts: purpose written,
taken directly from authentic material or adapted.
Use a variety of text types; do not select texts of a
particular kind just because they are readily
available
Choose texts of appropriate length; detailed reading
can be assessed with texts consisting of a few
sentences. Texts of up to 2000 words may be used
for extensive reading at higher levels
Choosing texts
Assessing reading
comprehension: Three levels
The first level, literal comprehension, is
the most obvious. Comprehension at this
level involves surface meanings. At this
level, teachers can ask students to find
information and ideas that are explicitly
stated in the text.
Levels of comprehension
The second level is interpretive or referential
comprehension. At this level, students go beyond what
is said and read for deeper meanings. They must be
able to read critically and analyse carefully what they
have read. Students need to be able to see relationships
among ideas, for example, how ideas go together and
also see the implied meanings of these ideas. It is also
obvious that before our students can do this, they have
to first understand the ideas that are stated (literal
comprehension).
Referential Level of
comprehension
At this level, teachers can ask more challenging
questions such as asking students to do the following:
Re-arrange the ideas or topics discussed in the text.
Explain the author's purpose of writing the text.
Summarize the main idea when this is not explicitly
stated in the text.
Select conclusions which can be deduced from the
text they have read.
Levels of comprehension
Finally, the third level of comprehension is critical
reading whereby ideas and information are evaluated.
Critical evaluation occurs only after our students have
understood the ideas and information that the writer has
presented. At this level, students can be tested on the
following skills:
The ability to differentiate between facts and opinions.
The ability to recognize persuasive statements .
The ability to judge the accuracy of the information
given in the text.
An example
1.1 Read the first part of the text on p. 2 (the left side column), and choose the best
answers (A, B, or C) for items 1-4.
1. This text
A.
B.
C.
Matching
One alternative objective technique for the
testing of reading is multiple matching.
Here two sets of stimuli have to be
matched against each other as, for
example, matching headings for
paragraphs to their corresponding
paragraph, titles of books against extracts
from each book, and so on
Example
Read the following extracts (21-25) and decide in which publication they might appear. Use
each of the options below (A-H) only once. There is one option you do not need.
A.
C.
E.
B.
D.
F.
21.
Exception for children under age 18. If you are planning to claim a return for your child, who was
under 18 at the end of 2009, and certain other conditions apply, you can include your childs income
on your form.
22.
23.
The inn is a little oasis amidst the narrow and bustling cobbled streets at the heart of the
historic city.
Short-answer tests
Test-takers are simply asked a question which
requires a brief response, in a few words, not
just Yes/No or True/False. The justification for
this format is that it is possible to interpret
students responses to see if they have really
understood, whereas on multiple-choice items
students give no justification for the answer they
have selected and may have chosen one by
eliminating others.
Information-transfer test
The students task is to identify in the
target text the required information and
then to transfer it, often in some
transposed form, on to a table, map, figure
etc.
Cloze test
Cloze Tests are reading passages with the
blanks representing words that are deleted
from the original text; the blanks are to be
filled in by the reader