Test-taking strategies on a multiple-choice test of reading comprehension

1989 ◽  
Vol 6 (2) ◽  
pp. 199-215 ◽  
Author(s):  
Nava Nevo
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Taking ◽  
Test Taking Strategies

scholarly journals The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence From Al Ain University of Science and Technology

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986149 ◽  
Author(s):  
Abdel Rahman Mitib Altakhaineh ◽  
Mona Kamal Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Treatment Group ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Al Ain ◽  
Post Test ◽  
Arabic Speaking

This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants’ incidental acquisition of English prepositions. For the purpose of the study, we divided the participants into a treatment group, who engaged in reading comprehension exercises for one academic term, and a control group, who did not. We used a multiple-choice test and a fill-in-the-blank test to measure the participants’ receptive and productive knowledge of English prepositions, respectively. We also conducted an introspective session with the treatment group following the administration of the post-tests to determine the areas of difficulty. The results of the study mainly indicated that reading accompanied by exercises resulted in better incidental gains in the acquisition of English prepositions, especially on the multiple-choice test. The study concludes with recommendations for further research.

scholarly journals Effect of Ideational Prominence on Children's Reading Comprehension of Expository Prose

1981 ◽  
Vol 13 (1) ◽  
pp. 49-56 ◽  
Author(s):  
James F. Baumann
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice ◽  
Main Idea ◽  
Educational Practice ◽  
Choice Test ◽  
Future Research ◽  
Multiple Choice Test ◽  
Expository Prose ◽  
Children's Reading ◽  
Children’S Reading

The efficacy of the levels hypothesis (the prediction that ideas residing at superordinate positions in a text hierarchy are most memorable) was evaluated as a suitable descriptor of children's reading comprehension of expository prose. Third-and sixth-grade students read expository passages taken from extant curricular materials and responded to either a paper and pencil comprehension test (an open ended or multiple choice test) or produced an oral free recall. Results revealed that in only one instance (third-graders responding to the multiple choice test) did the children respond in the predicted manner: greater comprehension of main idea, gist information. The findings were interpreted as indicating little support for the levels hypothesis as a singular, accurate predictor of the information children will remember after reading expository prose. Other text-based and reader-based factors were discussed as possible explanations for the results. Implications for future research and educational practice were also discussed.

Effects of Lexical Simplification and Elaboration on Iranian Intermediate EFL Learners’ Learning and Retention of Phrasal Verbs

2017 ◽  
Vol 7 (11) ◽  
pp. 1003 ◽  
Author(s):  
Melika Ghorbanian ◽  
Shadab Jabbarpoor
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice ◽  
The Other ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
Treatment Groups ◽  
Different Order

This study aimed at investigating the effect of lexical simplification and elaboration on Iranian intermediate EFL learners’ learning and retention of phrasal verbs. In order to achieve this goal, a PET test was run into 130 learners. When target participants were chosen, they were assigned into three groups including two treatment groups and one control group. Through a multiple choice test, 40 out of 60 phrasal verbs were selected as target phrasal verbs. Through 8 sessions of treatment, each group received a reading comprehension text that contained 5 phrasal verbs. But the way the phrasal verbs in two experimental groups were modified was different. One of them received elaborated input and the other group received simplified input; meanwhile, the control group received unmodified input. After eight sessions of treatment, an immediate multiple choice test was administered to find out which techniques had stronger effect on participant’s learning and retention of phrasal verbs. After one month, the same test, with a different order of items, was administered as delayed posttest to check the participants’ level of retention.  According to the results of the study simplified input group significantly outperformed the control and elaborated group on both learning and retention of phrasal verbs.

scholarly journals THE USE OF CIRC METHOD TOWARD READING COMPREHENSION OF DESCRIPTIVE TEXT AT GRADE NINTH OF SMP NEGERI 1 GAUNG

2019 ◽  
Vol 1 (1) ◽  
pp. 44-54
Author(s):  
SY.Khania Khulqi ◽  
Samsul Amri ◽  
Maizarah Maizarah
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Multiple Choice ◽  
Choice Test ◽  
Current Investigation ◽  
Multiple Choice Test ◽  
Making Meaning ◽  
Positive Effects

Reading comprehension is the process of making meaning from the texts. In this study, the students’ problems related to the students’ difficulties in gaining information from the reading texts. CIRC (Cooperative Integrated Reading Composition) method was selected to solve those problems. Thus the main purpose of this current investigation is to test whether or not CIRC brings positive effects toward the students reading comprehension of descriptive texts. This is an experimental study, which was conducted at grade ninth students of SMP Negeri 1 Gaung. The samples consisted of 48 students. In collecting the data, the researcher used a test that is formed in the multiple-choice test. After conducting the research, it found the tobserved was 7.14, which was higher than the ttable score in the degree of significance 1 % and 5% (2.687<7.12>2.410). It means that the alternative hypothesis (H1) of the research is accepted and the null hypothesis (Ho) was rejected. In other words, the use of CIRC method toward students reading comprehension of descriptive text at grade ninth of SMP Negeri 1 Gaung is effective.

IMPROVING GRADE VIII STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN RECOUNT TEXT BY USING TWO STAY – TWO STRAY STRATEGY

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Elvi Rodiana Dalimunthe And Meisuri
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research

This study deals with improving students’ reading comprehension through Two Stay – Two Stray Strategy. This study was conducted by using classroom action research. The subject of the research was class VIIIC MTs. Lab. IKIP Al- Wasliyah Medan which consisted of 34 students. The research was conducted in two cycles and every cycle consisted of four meetings and two meetings. The instruments for collecting data were quantitative data (multiple choice test) and qualitative data (diary notes, observation sheet, and interview). In test I, the mean score was 63.28. in test II, the mean score was 67.96. and in test III the mean score was 72.96. It can be concluded that Two Stay – Two Stray Strategy could improve students’ reading comprehension.

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