Testing the test of advanced EFL reading comprehension: To what extent does the difficulty of a multiple-choice comprehension test reflect the difficulty of the text?

System ◽  
1982 ◽  
Vol 10 (3) ◽  
pp. 285-290 ◽  
Author(s):  
Marsha Bensoussan
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice ◽  
Comprehension Test

Some Inter-Relationships of Readability, Cloze and Multiple Choice Scores on a Reading Comprehension Test

1978 ◽  
Vol 10 (4) ◽  
pp. 417-436 ◽  
Author(s):  
Eileen B. Entin ◽  
George R. Klare
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Standard Form ◽  
Multiple Choice ◽  
Choice Test ◽  
Regression Equations ◽  
Multiple Choice Questions ◽  
Comprehension Test ◽  
The Mean ◽  
Cloze Test

Seven passages of a published reading comprehension test were administered to college students to compare the regular multiple chioce test scores with scores on two forms of a cloze test, standard blank and dash (dashed-line) blank, and with readability formula values. The mean on the dash form was significantly higher than on the standard form and subjects' scores on both were significantly related to their scores on the multiple choice test. Regression equations were derived to predict multiple choice scores from cloze scores. At the passage level, mean scores on (both) cloze forms correlated with readability values, but multiple choice means were correlated with neither. In a supplementary study college students answered the multiple choice questions without reading the passages, in order to determine prior knowledge on each passage. When the multiple choice scores were corrected for this, they correlated positively with scores on both forms of the cloze test and with readability values.

Not Read, but Nevertheless Solved? Three Experiments on PIRLS Multiple Choice Reading Comprehension Test Items

2012 ◽  
Vol 17 (4) ◽  
pp. 214-232 ◽  
Author(s):  
Jörn R. Sparfeldt ◽  
Rumena Kimmel ◽  
Lena Löwenkamp ◽  
Antje Steingräber ◽  
Detlef H. Rost
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice ◽  
Test Items ◽  
Comprehension Test

scholarly journals A Comparative Study between TPS and LRD Strategy to Enhance Students’ Reading Comprehension

2019 ◽  
Vol 4 (2) ◽  
pp. 128-152
Author(s):  
Apricia Tampubolon ◽  
Nelson Balisar Panjaitan
Keyword(s):  
Reading Comprehension ◽  
Comparative Study ◽  
Research Method ◽  
Quantitative Research ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Comprehension Test ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

The purpose of this study is to find out if there is any significant difference in students’ reading comprehension enhancement between those who were taught using Listen-Read-Discuss strategy and those who were taught using Think-Pair-Share strategy. This study is a quantitative research method using comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference in students’ reading comprehension enhancement between those who were taught by Think-Pair-Share strategy and those who were taught by Listen-Read-Discuss strategy. The sample of this study was two classes of grade VIII SMPN 10 Cimahi, Bandung. Grade VIII F was taught using Think-Pair-Share and grade VIII was taught using Listen-Read-Discuss. The instrument used for this study was a reading comprehension test, which contained 39 multiple-choice questions. The result of this study showed from the mean score that both classes had an enhancement in their reading comprehension. In addition, there was no significant difference between those who were taught using TPS and those who were taught using LRD strategy. However, it meant that both strategies were efficient in enhancing students’ reading comprehension.

Sign in / Sign up

Export Citation Format

Share Document