A Functional Analysis of Multiple-Choice Questions for Reading Comprehension

ELT Journal ◽  
1974 ◽  
Vol XXIX (2) ◽  
pp. 164-173
Author(s):  
JULIAN CORBLUTH
Keyword(s):  
Functional Analysis ◽  
Reading Comprehension ◽  
Multiple Choice ◽  
Multiple Choice Questions

scholarly journals Convolutional Spatial Attention Model for Reading Comprehension with Multiple-Choice Questions

2019 ◽  
Vol 33 ◽  
pp. 6276-6283 ◽  
Author(s):  
Zhipeng Chen ◽  
Yiming Cui ◽  
Wentao Ma ◽  
Shijin Wang ◽  
Guoping Hu
Keyword(s):  
Reading Comprehension ◽  
Mutual Information ◽  
Spatial Attention ◽  
State Of The Art ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Attention Model ◽  
Novel Approach ◽  
Proposed Model ◽  
Machine Reading

Machine Reading Comprehension (MRC) with multiplechoice questions requires the machine to read given passage and select the correct answer among several candidates. In this paper, we propose a novel approach called Convolutional Spatial Attention (CSA) model which can better handle the MRC with multiple-choice questions. The proposed model could fully extract the mutual information among the passage, question, and the candidates, to form the enriched representations. Furthermore, to merge various attention results, we propose to use convolutional operation to dynamically summarize the attention values within the different size of regions. Experimental results show that the proposed model could give substantial improvements over various state-of- the-art systems on both RACE and SemEval-2018 Task11 datasets.

scholarly journals OPTIMIZING STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT THROUGH E-LEARNING METHOD WITH WHATSAPP APPLICATION AT STUDENTS OF SMA NEGERI 1 BUKO

2021 ◽  
Vol 9 (1) ◽  
pp. 1-16
Author(s):  
Yustira Kharlina Tangiduk ◽  
Nurmin Samola ◽  
Rinny Rorimpandey
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Standard Deviation ◽  
Frequency Distribution ◽  
Multiple Choice ◽  
Learning Method ◽  
Multiple Choice Questions ◽  
E Learning ◽  
The Mean ◽  
Academic Year

This study aims to determine whether the E-learning method can be effective in optimizing students' reading comprehension of descriptive text with WhatsApp Application. This research was conducted in class X MIA 1 SMA Negeri 1 Buko in the academic year of 2020/2021. This study used one group-pretest-postest design of research with the data analysis were the frequency distribution of scores, mean and standard deviation. The questions from the pretest and posttest used the type of multiple choice questions with questions about the descriptive text. From this result, it was found that the mean of posttest Y = 7.8 with standard deviation Sy = 0.79 was higher than mean score at pretest X = 5.33 with standard deviation Sx = 0.89. It means that students' reading comprehension in descriptive text was higher after treatment at posttest than pretest. So the researcher concluded that the application of the E-learning method through WhatsApp application was effective in optimizing students' reading comprehension of descriptive text.

The Effect of Transformational Simplification on the Reading Comprehension of Selected High School Students

1972 ◽  
Vol 5 (4) ◽  
pp. 273-281 ◽  
Author(s):  
Ronald V. Evans
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Multiple Choice ◽  
Reading Test ◽  
Sentence Length ◽  
Choice Test ◽  
Multiple Choice Questions ◽  
School Students ◽  
Subordinate Clauses ◽  
12Th Grade

Transformational-generative grammar theory has prompted several studies on the reading comprehension of variously transformed sentences. The results have shown that verbal noun phrases, noun and relative clauses, subordinate clauses, as well as the number of modifiers embedded on any noun headword, all combine to complicate reading comprehension. This study compared two identical groups of 12th grade students, reading two versions of five prose selections. One version had simplified all of the previously mentioned structures, maintaining a twelve-word average sentence length. The other version was taken as used in The Davis Reading Test. Both groups were tested by multiple-choice questions from the reading test and by cloze-tests. The results showed a significant achievement on the multiple choice test and on three of five cloze tests for the simplified-version readers.

The Effect of Perceived Interest and Prior Knowledge on L2 Reading Comprehension via Several Assessment Methods in a Higher Education Context

2019 ◽  
Vol 5 (1) ◽  
pp. 52
Author(s):  
Ana Cristina Lahuerta Martínez
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Multiple Choice ◽  
Assessment Method ◽  
Multiple Choice Questions ◽  
L2 Reading ◽  
Assessment Tasks ◽  
Written Recall ◽  
The Relationship ◽  
L2 Reading Comprehension

The aim of the present study is to examine the effect of perceived interest and prior knowledge on EFL reading comprehension. Participants were 227 undergraduates with advanced competence in English. With respect to the method, participants had to read a 450-word text entitled Wales. After that, they had to complete a Perceived Interest Questionnaire (PIQ), which consisted of 9 items and two assessment tasks: a written recall and a multiple choice task. The results of our study show the significant effect of perceived interest and prior knowledge on L2 reading comprehension. Thus, comprehension assessed via written recall and multiple choice questions had higher scores when readers read texts related to their interests. Besides, prior knowledge had a positive effect on the reader’s comprehension irrespective of the assessment method used. This study concludes that different assessment tasks may be crucial factors that affect the relationship between factors like interest and prior knowledge, and L2 reading comprehension.

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.

scholarly journals Construction and validation of an instrument to assess the reading comprehension of students from the third to the fifth grades of elementary school

CoDAS ◽  
2014 ◽  
Vol 26 (1) ◽  
pp. 28-37 ◽  
Author(s):  
Vera Lúcia Orlandi Cunha ◽  
Simone Aparecida Capellini
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Internal Consistency ◽  
Multiple Choice ◽  
Expository Texts ◽  
Multiple Choice Questions ◽  
Cronbach’S Alpha ◽  
Narrative Texts ◽  
Cronbach's Alpha ◽  
The Third

Purpose: In this study, we aimed at building and validating an instrument to assess reading comprehension, with the purpose of characterizing the reading profile and detecting comprehension difficulties among students from the third to the fifth grades of elementary school. Methods: Participants were 378 students, divided into three groups. Their comprehension of micro- and macrostructural literal and inferential propositions that composed two expository texts and two narrative texts were assessed by means of multiple-choice questions. Results: The data analyzed statistically yielded Cronbach's alpha values showing internal consistency in the four texts applied to the three groups. Conclusion: It was possible to verify that the students had fewer errors as the school years progressed and that each type of text posed a particular difficulty to the students.

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