scholarly journals Reliability, Validity and Standardization of the Reading Test: Sentence Comprehension

2020 ◽  
Vol 36 ◽  
Author(s):  
Douglas de Araújo Vilhena ◽  
Ângela Maria Vieira Pinheiro
Keyword(s):  
Reading Ability ◽  
Sentence Comprehension ◽  
Reliability And Validity ◽  
Reading Performance ◽  
Test Sentence ◽  
Reading Test ◽  
Sentence Reading ◽  
Additional Support ◽  
5Th Grade ◽  
State Schools

Abstract The test called ‘Reading Test: Sentence Comprehension (TELCS)’ has been validated and standardized. Participants (N = 1289, 2nd to 5th grade, 7 to 11-years-old) were stratified in 15 state-schools in Brazil. The TELCS demonstrated reliability and validity to classify reading performance by both school grade and chronological age. Correlations between the TELCS and a General Reading Composite score were high, as were those with reading accuracy rates of word and pseudoword. Cluster analysis suggested a five-class solution: reading disability, below, average, above, and high reading performance. For individual or collective use, TELCS can quickly screen the sentence reading ability, useful to identify those who might need additional support.

scholarly journals Reading Test-Sentence Comprehension: An Adapted Version of Lobrot's Lecture 3 Test for Brazilian Portuguese

Dyslexia ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 47-63 ◽  
Author(s):  
Douglas de Araújo Vilhena ◽  
Ana Sucena ◽  
São Luís Castro ◽  
Ângela Maria Vieira Pinheiro
Keyword(s):  
Sentence Comprehension ◽  
Test Sentence ◽  
Brazilian Portuguese ◽  
Reading Test

scholarly journals Comparison of Reading Performance in Students with Developmental Dyslexia by Sex

2017 ◽  
Vol 27 (68) ◽  
pp. 306-313
Author(s):  
Adriana Marques de Oliveira ◽  
Giseli Donadon Germano ◽  
Simone Aparecida Capellini
Keyword(s):  
Sentence Comprehension ◽  
Low Frequency ◽  
Reading Performance ◽  
Public And Private ◽  
Elementary School Age ◽  
The Subject ◽  
The Difference ◽  
Age Range ◽  
5Th Grade ◽  
Dyslexic Students

Abstract: This study aims to compare the performance of male and female dyslexic students in tests of reading words and pseudowords, and comprehension of sentences and texts. The participants were forty-eight students with dyslexia, attending 3rd grade to 5th grade of elementary school (age range 8 to 12 years old), from public and private schools, divided into: GI - 14 girls and GII - 34 boys. The researchers applied tests of Reading process assessment: reading of words, reading of pseudowords, comprehension of sentences, and comprehension of texts. The results showed evidence of difference by sex in reading of low frequency words and sentence comprehension. It was concluded that the discussion on the difference between dyslexic students by sex could be relevant in the educational context, as among the five variables, two provided information for promoting further discussion on the subject, highlighting the importance of further studies.

scholarly journals Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

2019 ◽  
Vol 12 (7) ◽  
pp. 75
Author(s):  
Charinwit Seedanont ◽  
Suphawat Pookcharoen
Keyword(s):  
Reading Strategies ◽  
Standardized Test ◽  
Statistical Significance ◽  
Strategy Instruction ◽  
Reading Performance ◽  
Reading Test ◽  
Future Research ◽  
Efl Learners ◽  
Wide Range ◽  
Metacognitive Reading Strategies

EFL readers tend to experience a number of challenges while learning, due to a number of factors that affect how these readers achieve their learning goals. Metacognitive strategies, referring to one’s deliberate, goal-directed control over cognitive enterprises, are considered crucial for assisting EFL learners to be able to accomplish comprehension while reading. Previous studies have enriched the knowledge of metacognitive reading strategies in EFL settings. However, only few investigations yielded statistically significant effects on learners’ reading performance. This present study hence foresees an opportunity to shed new light on this issue by focusing on EFL learners’ proficiency. The objectives of this research are twofold: exploring the effects of the metacognitive strategy instruction on the strategy awareness, and perceiving the effects of the instruction on the reading performance in taking a standardized test. Forty-three students enrolling in a private male school in Bangkok, Thailand participated in the study, lasting ten weeks. A wide range of research tools were administered: SORS, IELTS reading test, and lesson plans. The findings suggested that the students’ awareness of reading strategies used in terms of sub-categories and IELTS reading test score improved with statistical significance. Pedagogical implications and suggestions for future research studies are discussed based on the findings.

scholarly journals What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies

2022 ◽  
Vol 12 (1) ◽  
pp. 87
Author(s):  
Conrad Perry ◽  
Heidi Long
Keyword(s):  
Visual Attention ◽  
Critical Review ◽  
Reading Ability ◽  
Reading Performance ◽  
Span Task ◽  
Causal Effects ◽  
Future Research ◽  
Different Types ◽  
Visual Tasks

This critical review examined current issues to do with the role of visual attention in reading. To do this, we searched for and reviewed 18 recent articles, including all that were found after 2019 and used a Latin alphabet. Inspection of these articles showed that the Visual Attention Span task was run a number of times in well-controlled studies and was typically a small but significant predictor of reading ability, even after potential covariation with phonological effects were accounted for. A number of other types of tasks were used to examine different aspects of visual attention, with differences between dyslexic readers and controls typically found. However, most of these studies did not adequately control for phonological effects, and of those that did, only very weak and non-significant results were found. Furthermore, in the smaller studies, separate within-group correlations between the tasks and reading performance were generally not provided, making causal effects of the manipulations difficult to ascertain. Overall, it seems reasonable to suggest that understanding how and why different types of visual tasks affect particular aspects of reading performance is an important area for future research.

scholarly journals ENHANCING STUDENTS' READING ABILITY THROUGH CNA INDONESIA

2020 ◽  
Vol 8 (2) ◽  
pp. 124
Author(s):  
Syahban Mada Ali
Keyword(s):  
Quantitative Analysis ◽  
Reading Ability ◽  
Quantitative Method ◽  
Reading Test ◽  
Post Test ◽  
The Subject

The aim of this research is to find out whether the students’ reading ability improve or not through CNA Indonesia at the fourth semester Students of Tomakaka University of Mamuju. The method was used is quantitative method. The instrument used to collect the data was reading test. The number of test consisted of 15 and the form is multiple choices. The subject of this research was the fourth semester students of Tomakaka University of Mamuju. In analyzing the data collected through quantitative analysis. The result of this research is the use of Channel News Asia (CAN) Indonesia can enhancing the students’ reading ability at the fourth semester students of Tomakaka University of Mamuju. It is supported by the result of the test which given for the students after given treatment. The result showed that there was an improvement significantly between pre-test and post-test

scholarly journals Localization of Syntactic and Semantic Brain Responses using Magnetoencephalography

2007 ◽  
Vol 19 (7) ◽  
pp. 1193-1205 ◽  
Author(s):  
Elisabet Service ◽  
Päivi Helenius ◽  
Sini Maury ◽  
Riitta Salmelin
Keyword(s):  
Temporal Lobe ◽  
Semantic Processing ◽  
Sentence Comprehension ◽  
Right Hemisphere ◽  
Temporal Cortex ◽  
Word Class ◽  
Sentence Reading ◽  
Word Onset ◽  
Semantic Errors ◽  
The Right

Electrophysiological methods have been used to study the temporal sequence of syntactic and semantic processing during sentence comprehension. Two responses associated with syntactic violations are the left anterior negativity (LAN) and the P600. A response to semantic violation is the N400. Although the sources of the N400 response have been identified in the left (and right) temporal lobe, the neural signatures of the LAN and P600 have not been revealed. The present study used magnetoencephalography to localize sources of syntactic and semantic activation in Finnish sentence reading. Participants were presented with sentences that ended in normally inf lected nouns, nouns in an unacceptable case, verbs instead of nouns, or nouns that were correctly inflected but made no sense in the context. Around 400 msec, semantically anomalous last words evoked strong activation in the left superior temporal lobe with significant activation also for word class errors (N400). Weaker activation was seen for the semantic errors in the right hemisphere. Later, 600-800 msec after word onset, the strongest activation was seen to word class and morphosyntactic errors (P600). Activation was significantly weaker to semantically anomalous and correct words. The P600 syntactic activation was localized to bilateral sources in the temporal lobe, posterior to the N400 sources. The results suggest that the same general region of the superior temporal cortex gives rise to both LAN and N400 with bilateral reactivity to semantic manipulation and a left hemisphere effect to syntactic manipulation. The bilateral P600 response was sensitive to syntactic but not semantic factors.

Detecting Online Learners' Reading Ability via Eye-Tracking

2018 ◽  
pp. 163-185
Author(s):  
Samiullah Paracha ◽  
Ayaka Inuoue ◽  
Sania Jehanzeb
Keyword(s):  
Eye Tracking ◽  
Learning Environments ◽  
Reading Ability ◽  
Short Term Memory ◽  
Reading Performance ◽  
Accurate Assessment ◽  
Online Learners ◽  
Motivation To Read ◽  
Tracking Method ◽  
Instructional Goal

Nurturing the motivation to read is an important instructional goal. There can be a number of reasons for a learner to have problems with reading in online learning environments: (1) eyes being unable to scan easily along a line of print; or (2) as a result of concentrating on controlling the eyes concentration, the short-term memory become impaired. The study reported in this chapter used eye tracking method to provide a useful experimental design for exploring reading performance of university online learners. Different eye-tracking experiments were carried out to help informing the teachers to improve the learning environment and be able to do more accurate assessment about what the students were attending to on the screen.

Mapping the fluctuating effect of strategy use ability on English reading performance for nursing students: A multi-layered moderation analysis approach

2019 ◽  
Vol 37 (2) ◽  
pp. 280-304
Author(s):  
Yuyang Cai ◽  
Antony John Kunnan
Keyword(s):  
Nursing Students ◽  
Reading Ability ◽  
Reading Performance ◽  
Strategy Use ◽  
Interaction Patterns ◽  
Linear Quadratic ◽  
L2 Reading ◽  
Moderation Analysis ◽  
English Reading ◽  
Language Knowledge

An essential hypothesis of modern language assessment theory pertains to the interaction between strategy use ability (strategic competence) and second language knowledge. However, how they interact with each other is rarely explored. Drawing on relevant research in the literature, in this paper we proposed three interaction patterns (i.e., linear, quadratic, and cuboid) in which language knowledge moderates the effect of strategy use ability on L2 reading performance. A pool of 1491 nursing students were invited to respond to three instruments, each measuring language knowledge, strategy use ability, and nursing English (L2) reading ability, respectively. Student responses were first scored using multidimensional item response theory (MIRT). Next, we applied multi-layered moderation analysis (MLMA) to these MIRT-based scores to detect the hypothetical interaction patterns. The results supported the cuboid interaction pattern or, metaphorically, the pattern of an island ridge curve (IRC). Substantially, this indicated that the effect of strategy use ability on nursing English reading performance fluctuated in a down-up-down pattern with the increase of students’ language knowledge. Our study also revealed different patterns of strategy use depending on students’ language knowledge level.

scholarly journals Texas–Mexico Border vs. Non-Border School Districts’ Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach

2019 ◽  
Vol 9 (1) ◽  
pp. 38 ◽  
Author(s):  
Shifang Tang ◽  
Zhuoying Wang ◽  
Yue Min
Keyword(s):  
School Districts ◽  
Hierarchical Linear Model ◽  
Reading Performance ◽  
Reading Test ◽  
Growth Trajectory ◽  
School Students ◽  
High Stakes ◽  
Fifth Grade Students ◽  
Mexico Border ◽  
Standardized Reading Test

This study focuses on comparing the growth trajectory of border and non-border school districts regarding their fifth-grade students’ performance on a standardized reading test. Using a growth hierarchical linear model, we investigated the effect of time, school location, and their interaction on students’ reading performance through the State of Texas Assessment of Academic Readiness (STAAR) reading test in five recent school years. It was found that border school students lagged behind in reading at the initial stage when STAAR was first administered. As time went by, the gap between border and non-border district students’ reading performance remained. Implications for teaching pedagogy and research are discussed regarding the preparation of border district students to become bilingual, bicultural, and biliterate.

scholarly journals Cloze testing for comprehension assessment: The HyTeC-cloze

2019 ◽  
Vol 36 (4) ◽  
pp. 553-572 ◽  
Author(s):  
Suzanne Kleijn ◽  
Henk Pander Maat ◽  
Ted Sanders
Keyword(s):  
Secondary School ◽  
Standardized Tests ◽  
Reading Ability ◽  
Text Comprehension ◽  
Large Scale ◽  
Secondary School Students ◽  
Reliability And Validity ◽  
School Students ◽  
Cloze Procedure ◽  
Testing Center

Although there are many methods available for assessing text comprehension, the cloze test is not widely acknowledged as one of them. Critiques on cloze testing center on its supposedly limited ability to measure comprehension beyond the sentence. However, these critiques do not hold for all types of cloze tests; the particular configuration of a cloze determines its validity. We review various cloze configurations and discuss their strengths and weaknesses. We propose a new cloze procedure specifically designed to gauge text comprehension: the Hybrid Text Comprehension cloze (HyTeC-cloze). It employs a hybrid mechanical-rational deletion strategy and semantic scoring of answers. The procedure was tested in a large-scale study, involving 2926 Dutch secondary school students with 120 unique cloze tests. Our results show that, in terms of reliability and validity, the HyTeC-cloze matches and sometimes outperforms standardized tests of reading ability.

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