scholarly journals DEVELOPING AND VALIDATING EFL READING TEST

2021 ◽  
Vol 4 (1) ◽  
pp. 9-18
Author(s):  
Anugrah Novendi Perkasa ◽  
Keyword(s):  
Reading Comprehension ◽  
Item Difficulty ◽  
National Curriculum ◽  
Reading Test ◽  
Reading Tests ◽  
Good Test ◽  
Efl Students ◽  
Learning English

EFL students need to learn about reading comprehension because, it is one of the essential abilities in learning English. To measure the students reading comprehension, a reading test is needed. Nevertheless, many students find difficulties in working the reading test. It happens because the reading tests which are given by teachers who do not analyze item difficulty, discrimination, distractor, and reliability. Those analyses are needed to prove that the reading test has met criteria of good tests. Criteria of good tests are needed in making the reading test because the reading test is used for measuring the achievement of EFL students. This study purposes at developing the reading test based on Indonesia National Curriculum basic competence, learning indicators, English lessons, and it examines to meet the criteria of good test. The researcher adapted Borg and Gall's (1983) theory in developing the reading test.

Comprehending Text and Comprehension Tests

1983 ◽  
Vol 13 (3) ◽  
pp. 94-104 ◽  
Author(s):  
Estelle A. Doctor
Keyword(s):  
Reading Comprehension ◽  
Special Functions ◽  
Reading Test ◽  
Reading Tests ◽  
Comprehension Test ◽  
Different Types ◽  
The Relationship ◽  
Lexical Phonology ◽  
Comprehension Tests

Four different categories of reading tests are discussed with special attention to their relevance for reading comprehension. Diagnostic and phonic tests serve special functions, but pronunciation, or word tests are often assumed to be measures of comprehension. A detailed critique of one of these, the Schonell Graded Reading Test (R1) is presented and some explanations are suggested for the type of error usually made on this type of test. Several different types of comprehension tests exist, and these are discussed. A different comprehension test which distinguishes between the ability to comprehend material presented aurally and the ability to comprehend the same material in its printed form is presented. The relationship between pre- and post-lexical phonology is also discussed in relation to reading tests.

scholarly journals The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension Of 5th Grade EFL Students in Kuwait

2021 ◽  
Vol 15 (1) ◽  
pp. 79
Author(s):  
Amel AlAdwani ◽  
Anam AlFadley ◽  
Maha AlGasab ◽  
Ahmad F. Alnwaiem
Keyword(s):  
Reading Comprehension ◽  
Public Schools ◽  
Second Language Acquisition ◽  
Reading Strategies ◽  
National Curriculum ◽  
Metacognitive Strategies ◽  
School Students ◽  
Foreign Language Learners ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample.

Validity of Multiple-Sentence Reading Comprehension Tests for Aphasic Adults

1986 ◽  
Vol 51 (1) ◽  
pp. 82-87 ◽  
Author(s):  
L. E. Nicholas ◽  
D. L. MacLennan ◽  
R. H. Brookshire
Keyword(s):  
Differential Diagnosis ◽  
Reading Comprehension ◽  
Reading Test ◽  
Reading Tests ◽  
Test Items ◽  
Sentence Reading ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

This study assessed the passage dependency of multiple-sentence reading test items from the Boston Diagnostic Aphasia Examination (Goodglass & Kaplan, 1983), the Minnesota Test for Differential Diagnosis of Aphasia (Schuell, 1965), Examining for Aphasia (Eisenson, 1954), the Reading Comprehension Battery for Aphasia (LaPointe & Horner, 1979), and the Western Aphasia Battery (Kertesz, 1982). More than half of the test items from these reading tests were answered correctly by a significantly greater than chance number of both aphasic and non-brain-damaged adults without reading the passages whose comprehension the items purported to test. These results suggest that published tests for assessing aphasic persons' comprehension of multiple-sentence passages do not provide valid estimates of such persons' ability to comprehend information from printed texts.

Analysis of the Chunked Reading Test and Reading Comprehension

1972 ◽  
Vol 5 (4) ◽  
pp. 282-296 ◽  
Author(s):  
Ronald P. Carver ◽  
Charles A. Darby
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Individual Differences ◽  
Empirical Support ◽  
Reading Test ◽  
Single Factor ◽  
Rational Analysis ◽  
Reading Tests ◽  
R Factor ◽  
Two Factors

The newly developed Chunked Reading Test was further analyzed by correlating the scores on this test with three other standardized reading tests—Davis Reading Test, Nelson-Denny Reading Test, and Tinker Speed of Reading Test. A rational analysis of the scores on all of the tests suggested that each score could be designated as measuring one of the following three types of variables: efficiency (E), accuracy (A), and rate (R). The tests were administered to 41 college students and the inter-correlations were factor analyzed. Two factors fit the data, and they were readily interpretable as an A factor and an R factor. A single factor fit forced upon the data was readily interpretable as an E factor. The results suggested that: (a) apparent differences among the variables measured by standardized reading tests for adults are more superficial than real, (b) all of the scores on these tests can be interpreted as being valid indicators of individual differences in the efficiency, accuracy, and rate at which thoughts are understood while reading, and (c) empirical support exists for the purported theoretical relationship, E=AR.

THE EFFECT OF TEST PREPARATION TOEFL READING TESTS

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
A.Elvi W Simanjuntak
Keyword(s):  
Reading Comprehension ◽  
Test Preparation ◽  
Reading Test ◽  
Preparation Program ◽  
Reading Tests ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

AbstractThe main objective of this study was to see whether preparation influences the learners’ reading comprehension of TOEFL? Also as a subsidiary question, this study tried to find answer(s) to the following question: Does getting a high score imply enhancement in the reading comprehension ability? To this end, sixty EFL learners were selected to take part in a preparation program in which they were instructed different techniques and strategies to deal withthe reading section of TOEFL tests. Although the participants' scores enhanced in the post tests. Generally, findings showed that the preparation effect was more visible on performance of the TOEFL reading test. The TOEFL preparation group on the TOEFL reading test.Key words: TOEFL,test preparation,reading

IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH NATURAL APPROACH

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Erbin Tinambunan And Siti Aisah Ginting
Keyword(s):  
Reading Comprehension ◽  
Reading Test ◽  
Test Cycle ◽  
Reading Tests ◽  
Natural Approach ◽  
The Third ◽  
Total Percentage ◽  
The Media ◽  
The Subject ◽  
Orientation Test

This study deals with improving stuudents’ achievement in reading comprehension through natural approach. The objective of this study is to iinvestigate whether there is any significant improvement of the students’ achievement in reading comprehension when it is taught by using natural approach. The subject of the study was Grade XI students of  Nasrani 3 Private Senior High School (Sekolah Menengah Atas Swasta Nasrani 3) Medan. There were thirty one students. They were taught by using Natural Approach. The instrument for data collection were teacher made test, observation sheet and questionaire. The techniques of data analysis applied were quantitative and qualitative. In analysing the data, the students were given three reading tests namely, Orientation Test, Test Cycle I and Test Cycle II. The mean of the students’ score for the first reading test as Orientation test was 51.61 the second reading test as Cycle I test was 66.61 and the third reading test as Cycle II test was 76.61. The total percentage of the improvement from the first reading test to the third was 77.41%. the conclusion is that the procedures of natural approach can improve the students’ achievement in reading comprehension. The qualitative data shows that the students were enthusiastic and interested in reading comprehension. It is suggested that teachers should apply Natural Approach as one of the media in improving students’ achievement in reading comprehension.

scholarly journals Developing the EFL Students’ Reading Comprehension By Employing Herringbone Technique

AL-TA LIM ◽  
2016 ◽  
Vol 23 (3) ◽  
pp. 183-190 ◽  
Author(s):  
Yunisrina Qismullah Yusuf ◽  
Dian Fajrina ◽  
Irma Sari
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Main Idea ◽  
Simple Random Sampling ◽  
T Test ◽  
School Students ◽  
Reading Tests ◽  
Post Test ◽  
Efl Students

This research aims to find out whether Herringbone Technique can developEFL students’ reading comprehension or not, especially in finding the main idea and supporting details in a recount text. The literature notes that Herringbone is known to be one of the techniques that can helpstudents to find important information and main idea in a text by seeking for answers on six comprehension questions on a diagram, viewed such as a fish’s skeleton. The sample of this research was 30 second grade junior high school students. The researchers employed simple random sampling to choose the sample. It further used the quantitative experimental approach with the pre-experimental design in the form of one group pre-test-post-test design.Pre-test was given before treatments, while post-test was given after the students were taught reading by using the Herringbone Technique. Each pre-test and post-test consisted of ten questions. The statistical formulas were used to analyze the data from the students tests’ scores. The mean score of pre-test was 59 and the post-test was 76. Futhermore, the result of t-test was 10.15, while the critical value of 0.05 significant level was 2.045, with the degree of freedom of 29. Since t-test (10.15) was higher than t-table (2.045), this study concludes that this technique could increase the EFL students’ reading comprehension.Despite in practice the researchers found that this technique decreased the students’ efforts in note-taking, however it did not inhibited them in obtaining improved scores in their reading tests.

scholarly journals Validating a Reading Assessment Within the Cognitive Diagnostic Assessment Framework: Q-Matrix Construction and Model Comparisons for Different Primary Grades

2021 ◽  
Vol 12 ◽  
Author(s):  
Yan Li ◽  
Miaomiao Zhen ◽  
Jia Liu
Keyword(s):  
Reading Comprehension ◽  
Large Scale ◽  
National Curriculum ◽  
Large Population ◽  
Reliability And Validity ◽  
Diagnostic Assessment ◽  
Reading Tests ◽  
Diagnostic Reliability ◽  
Large Scale Assessment ◽  
Cognitive Diagnostic Assessment

Cognitive diagnostic assessment (CDA) has been developed rapidly to provide fine-grained diagnostic feedback on students’ subskills and to provide insights on remedial instructions in specific domains. To date, most cognitive diagnostic studies on reading tests have focused on retrofitting a single booklet from a large-scale assessment (e.g., PISA and PIRLS). Critical issues in CDA involve the scarcity of research to develop diagnostic tests and the lack of reliability and validity evidence. This study explored the development and validation of the Diagnostic Chinese Reading Comprehension Assessment (DCRCA) for primary students under the CDA framework. Reading attributes were synthesized based on a literature review, the national curriculum criteria, the results of expert panel judgments, and student think-aloud protocols. Then, the tentative attributes were used to construct three booklets of reading comprehension items for 2–6 graders at three key stages. The assessment was administered to a large population of students (N = 21,466) in grades 2–6 from 20 schools in a district of Changchun City, China. Q-matrices were compared and refined using the model-data fit and an empirical validation procedure, and five representative cognitive diagnostic models (CDMs) were compared for optimal performance. The fit indices suggested that a six-attribute structure and the G-DINA model were best fitted for the reading comprehension assessment. In addition, diagnostic reliability, construct, internal and external validity results were provided, supporting CDM classifications as reliable, accurate, and useful. Such diagnostic information could be utilized by students, teachers, and administrators of reading programs and instructions.

scholarly journals Vision status and reading test results in Norwegian adolescents

2020 ◽  
Vol 13 (2) ◽  
pp. 2-7
Author(s):  
Lene Hagen ◽  
Stuart J. Gilson ◽  
Rigmor C. Baraas
Keyword(s):  
Reading Comprehension ◽  
Cross Sectional Study ◽  
Further Education ◽  
Reading Test ◽  
Test Results ◽  
Reading Tests ◽  
Decoding Skills ◽  
Cross Sectional ◽  
Poor Reading ◽  
Contact Lens Wear

Uncorrected vision anomalies may cause headaches and may affect reading and academic performance. The purpose of this study was to quantify the frequency of vision anomalies, frequency of eye examinations, and use of corrective eye wear in adolescents in Norway, and to explore whether such vision anomalies affect reading test results or frequency of headaches. A cross-sectional study was performed in 436 adolescents (42.0% males) aged 16–19 years living in South-East Norway. Cycloplegic autorefraction, habitual stereoacuity, and habitual monocular amplitudes of accommodation were measured, and all participants reported the frequency of eye examinations, the use of spectacles and/or contact lens wear, and the frequency of headaches. Reading comprehension and decoding skills were evaluated for a subgroup of the participants (189 participants, 34.4% males) by their performance in national reading tests. Vision anomalies were defined as having refractive errors, poor habitual stereoacuity, or poor habitual amplitude of accommodation in at least one eye. Overall, 44.0% were classified as having a refractive error, and a total of 61.9% were measured to have vision anomalies. More frequent headaches were associated with poor habitual amplitude of accommodation when adjusted for sex (p = 0.04). The frequency of poor reading comprehension was higher in the group of adolescents with vision anomalies (n = 109, 31.2%) compared with those with no vision anomalies (n = 80, 18.8%; p = 0.05). Of those with vision anomalies, 33.5% had never had an eye examination, and 63.9% reported not wearing a correction. In Norway, there is no mandatory vision screening after 4 years of age. The results here show that a nation-wide programme of regular eye examinations and proper treatment of vision anomalies for all children and adolescents in Norway should be considered. Identifying and treating children with common eye problems in primary and secondary school will improve educational attainment and increase each child’s chances of succeeding in further education.

scholarly journals Improving Students’ Reading in Narrative Text by using Extensive Reading at the Tenth Grade Students of Madrasah Aliyah Al-Fajar in Pekanbaru

2018 ◽  
Vol 9 (1) ◽  
pp. 65-75
Author(s):  
Yeni Afriyeni
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Reading Program ◽  
Reading Test ◽  
Extensive Reading ◽  
Reading Tests ◽  
Reading Technique ◽  
Significant Difference ◽  
Tenth Grade ◽  
Research Questions

Extensive reading was defined such as an approach to the teaching and learninglanguage in which learners read large amount of books and lots of other materials thatare appropriate to learners’ linguistic competence (Day & Bamford, 1998). Thepurposes of this paper were to investigate how the extensive reading can develop thereading ability, especially vocabulary acquisition and reading comprehension at Tenthgrade students of Madrasah Aliyah Al-Fajar in Pekanbaru. The second purpose of thisstudy delved into the extensive reading can enhance their reading motivation as well asthe learners’ attitudes toward the extensive reading. The study addressed a mainresearch question and two sub-research questions which relate to the extensive reading:To what extent can Extensive reading technique improve the students’ reading narrativetext at second semester at Tenth grade students of Madrasah Aliyah Al-Fajar inPekanbaru. What are the factors that influence the changes of the students’ readingnarrative text at second semester at Tenth grade students of Madrasah Aliyah Al-Fajarin Pekanbaru. The participants of this study were 12 students at Tenth grade students ofMadrasah Aliyah Al-Fajar in Pekanbaru. The research instruments used in this study tocollect data were three main instruments namely Reading Tests (including Pre-ReadingTest and Post-Reading Test), Questionnaire, and Interview. The result of data analysisrevealed the significant difference. The findings suggested that teacher should helpstudents to improve their reading ability, particularly reading comprehension andvocabulary learning by engaging them in a systematic extensive reading program.

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