A Psycholinguistic Rationale for Measuring Beginning ESL Reading with Matching Cloze Tests  

Oleh:

Ivan K. Propst, ; Baldauf, Richard B., [Jr.]

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 12 no. 1 (Jun. 1981), page 85-89.
Topik: Psycholinguistic Rationale
Fulltext: RELC 1981,VOL.12,NO.1 hal 85-89.pdf (251.84KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/REL/12 Non-tandon: tidak ada Tandon: 1

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Isi artikel

The measurement of reading achievement in young English-as-a-second language (ESL) pupils who are in their formative years of English language development poses a difficult educational measurement problem. Such pupils may not yet have developed adequate English language skills to comprehend the more complex grammar of questions associated with typical standardized reading comprehension test passages. Nor have they acquired a level of language production, as opposed to language recognition, necessary to complete standard cloze tests. Alternatives to these conventional reading comprehension measures often focus on specific sub-skills such as word and sentence recognition. Although such measurement instruments may provide good estimates of concurrent validity (i.e. correlate with other measures of reading achievement) and be the only way to measure initial reading skills, they do not test reading as an integrative task. For students who are actually reading text materials, these methods lack ontological validity (Nystrand 1976), that is, they do not appear to measure the reading task as it is actually performed.

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