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1.
本文是第一篇探索斯坦福成就阅读考试(第十版)的原本及其客户化版本的结构相似性的文章。研究分析是跨年级在多个观测变量(个别题目,题组,题包)上进行的。分析方法主要包括线性和非线性的探索性和实证性因素分析。分析结果表明在所有文章内的试题,都有不同程度的题组效应。在所有的模型当中,个别题目作为观测变量的模型的拟合度最低,题组作为观测变量的模型的拟合;其次,题包作为观测变量的模型的拟合度最高。在三种结构等性等级:同性等性(congenric),陶性等性(tau-equivalent)和并行等性(parallel)中,斯坦福成就阅读考试原本与其客户化版本的结构具有同性相似。 相似文献
2.
陈晓颖 《语文学刊:高等教育版》2008,(8):158-163
因为测试不仅是评价教学成果的很重要的手段,而且也会为未来的英语教学提供反馈信息。因此,对英语测试的研究是很有必要的。本文以英语阅读测试为研究对象,探讨了多项选择题和简答题两种不同的测试类型对英语阅读理解测试结果的影响。该研究的被试是112名非英语专业一年级学生。论文除了对被试进行了两次不同题型的测试外,还对他们应对不同题型题目时的答题状态、平时英语阅读的习惯等问题以问卷形式进行了调查。通过这两种研究手段论证了两种不同的测试方法各自的优缺点,以及他们对阅读理解测试的结果影响。希望本次研究对其以后的大学英语阅读方面的教学能够产生相应的指导意义。 相似文献
3.
申亚琳 《合肥师范学院学报》2014,(4):87-92
基于阅读组合模式的理论框架、Nation提出的词汇广度测试构念和结构语言学家对于句法知识的界定,考察词汇广度和句法知识对二语阅读理解测试成绩的预测,以了解此预测是否受二语水平的调节作用。实验结果表明：受试的词汇广度和句法知识都与其阅读理解测试成绩存在线性相关关系;无论对于高水平受试还是低水平受试,句法知识对阅读理解测试成绩的预测能力都大于词汇广度对其的预测。 相似文献
4.
研究生入学英语二考试是一项较有影响力的考试,大学英语四级考试更是目前我国规模最大的语言能力等级测试。从对文本和试题类型的分析,对两者阅读测试的不同特征进行对比研究。研究材料为大学英语四级真题(2010.12,2011.6,2011.12)和研究生入学英语二真题(2010,2011,2012)中的阅读理解题各三份,共六份试题,27篇阅读材料。研究结果表明考研英语二的阅读测试难度较大学英语四级高,而测试的信度和效度则比大学英语四级的试题低。 相似文献
5.
包蕾 《浙江教育学院学报》2013,(3):18-24
为丰富英语专业测试的结构效度的研究,文章用过程分析法对受试者进行英语专业四级（TEM-4）中的完型填空部分模拟测试,并采用回顾报告的方法与阅读和应试策略列表来获取信息和数据。实验结果表明,TEM-4中完型填空测试很好地考察了受试者在词汇和句子层面的阅读能力,但一些应试技巧却影响着受试者在测试过程中的思维方式,因此TEM-4完型填空的测试设计仍需改进以达到更高的结构效度。 相似文献
6.
Christine Montecillo Leider C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring 《Reading and writing》2013,26(9):1459-1485
Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish–English bilingual elementary students. We add to the existing knowledge base regarding reading comprehension in two significant ways: (1) augmenting the Simple View of Reading by testing the role of both vocabulary depth contribution and dual-linguistic ability in English reading comprehension; and (2) questioning the manner through which reading comprehension is understood through measurement and conceptualization. Specifically, we build a comprehensive model of reading comprehension that tests the effects for vocabulary depth, Spanish oral language, and biliteracy. In line with previous research that suggests different reading measures tap different abilities, we test our model for three different measures of reading comprehension: a cloze exercise, a passage and multiple choice based test, and a timed silent sentence reading judgment task. Our findings converge with previous research on the role of vocabulary depth in reading comprehension and also challenge prior work which has compared different reading measures. Implications for theoretical and empirical approaches to understanding reading comprehension, specifically among Spanish–English bilingual students, are discussed. 相似文献
7.
本研究应用项目反应理论,从被试的阅读能力值和题目的难度值这两个方面,分析阅读理解测试中多项选择题命题者对考试效度的影响。实验设计中,将两组被试同时施测于一项“阅读水平测试”,根据测试结果估计出的两组被试能力值之间无显著性差异。再次将这两组被试分别施测于两位不同命题者所命制的题目,尽管这些题目均产生于相同的阅读材料,且题目的难度值之间并没有显著性差异,被试的表现却显著不同。Rasch模型认为,被试表现由被试能力和试题难度共同决定。因此,可以推测,这是由于不同命题者所命制的题目影响了被试的表现,并进而影响了使用多项选择题进行阅读理解测试的效度。 相似文献
8.
The New Salford Sentence Reading Test (2012) and the Diagnostic Reading Analysis (2008) assess ‘inference’ – but what forms of inference do they test? 
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下载免费PDF全文 Jazz C Williams 《English in Education》2015,49(1):25-40
Several inference types serving distinct purposes are established in the literature on reading comprehension. Despite this highlighting that inference is a non‐unitary construct, reading tests tend to treat it as a single ability. Consequently, different tests can assess different inferential abilities. Professionals, knowing what is implicitly assessed in an assessment tool, can make informed decisions on test selection and take a critical approach to interpreting test outcomes. This article examines the inferential abilities assessed by the New Salford Sentence Reading Test and the Diagnostic Reading Analysis. Both are aimed at practitioners working with children of primary and secondary school age. Each takes inference to be a unitary construct. Qualitative analysis of the inferential questions in the tests revealed that they assess different forms of inference. The New Salford Sentence Reading Test predominantly assesses inferences requiring background knowledge. In contrast, the Diagnostic Reading Analysis requires inferences relying on textual evidence to a greater extent. The article concludes that it is reasonable to assert that the Diagnostic Reading Analysis is preferable to the New Salford Sentence Reading Test on the basis of test fairness and the consistency in sampling inferences types. 相似文献
9.
One of the most important findings to emerge from recent reading comprehension research is that there are large differences between tests in what they assess—specifically, the extent to which performance depends on word recognition versus listening comprehension skills. Because this research used ordinary least squares regression, it is not clear that the findings apply similarly to poor and good readers. The current study uses quantile regression to assess whether there might be differences within tests in the relative contributions of component skills as a function of performance level. There were 834 individuals (ages 8–18) who took 5 reading comprehension tests. Quantile regression showed that, for 3 of 5 tests, the contributions of word recognition and listening comprehension vary as a function of reading comprehension skill. These quantile differences hold across both younger and older readers. Our findings show that what skills a test assesses vary not only with the specific test used but also with how well the person performs. 相似文献
10.
This paper suggests that reading comprehension must involve an interaction between the reader's world knowledge and the incoming linguistic message. We call this the minimal comprehension principle. After examining the measurement of reading comprehension from the perspective of the minimal comprehension principle, we conclude that most existing tests of reading comprehension are likely to be unsatisfactory for the purposes of assessing educational gain and diagnosing reading difficulty. We suggest several techniques which might be more suitable for these purposes. 相似文献
11.
陈芳 《商丘职业技术学院学报》2007,6(6):86-88
阅读是人们获取信息的重要手段之一。阅读测试是语言测试的一个重要部分。介绍阅读的有关理论、阅读测试的设计原则和题型以及与阅读、阅读测试有关的实证研究，可以促进对我国各种英语考试中阅读测试的研究，改进我们的测试和教学。 相似文献
12.
The simple view of reading redux: vocabulary knowledge and the independent components hypothesis 总被引：2，自引：0，他引：2
This study investigated the hypothesis that the contributions of oral language comprehension (C) and word recognition (D) to reading comprehension (R) in the simple view of reading (SVR) are not independent because a component of C (vocabulary knowledge) directly contributes to the variance in D. Three analysis procedures (hierarchical regression analysis, exploratory factor analysis, and structural equation modeling) were used to analyze data obtained from a sample (N = 122) of 7-year-old students who were administered tests of vocabulary knowledge, nonword reading, word recognition (two standardized tests), and parallel forms of listening and reading comprehension. Results from the regression analysis indicated that vocabulary made a contribution to R beyond that made by word recognition and listening comprehension; results from the exploratory factor analysis showed that two factors (Decoding and Linguistic Comprehension) were extracted, with vocabulary and listening comprehension loading highly on the Linguistic Comprehension factor; and results from structural equation modeling revealed that the latent construct, C, influenced R not only directly but also indirectly through the latent construct, D. 相似文献
13.
In the present study, we examined the reading activities of young readers, while reading an expository text. A total of 24 third-graders was administered a think-aloud task on two occasions. Their protocols were analysed by a coding system that captured two levels of the reading process: the word identification level and the reading comprehension level. Three indices reflecting three different types of reading activities were discerned: reading errors, reproduction, and activities referring to reading strategies. Correlational analyses showed the reading strategy index to be related to reading comprehension as measured by standardized tests. The think-aloud task constitutes a valuable instrument for examining strategic reading among young readers. 相似文献
14.
Research suggests that morphological awareness facilitates word decoding, improves lexical knowledge, and helps reading comprehension (Carlisle, 2010; Nagy et al., 2014; Verhoeven & Perfetti, 2011). The present study examined the relationship among morphological awareness, word recognition and reading comprehension in 153 second- and fifth-grade Hebrew speakers at an elementary school in Israel. Students were given morphological awareness tests and tests for word recognition and reading comprehension. Three types of morphological awareness were analyzed: inflection, derivation and construct formation. Overall, students with low morphological awareness in derivation and construct formation showed relatively poor achievement in word recognition and comprehension. All three types were found to correlate with reading comprehension in readers with high morphological awareness. These readers also exhibited good reading skills. The results are discussed with regard to the special characteristics of Hebrew morphology and reading process, which aid morphological decomposition. 相似文献
15.
Nelson A. Berkoff 《Journal of Research in Reading》1979,2(2):95-107
Are there different reading skills (Davis, 1944; 1968; 1972) or is there just one‘basic’(Spearitt, 1972) or‘common’(Thorndike, 173) reading skill? Tests designed to measure some posited reading comprehension skills were given to advanced students of English as a Foreign Language. There were five tests: I) Vocabulary Recognition as measured by a multiple-choice test, 2) Extraction of Meaning during reading as measured by open-end questions, 3) Extraction of Meaning during and after reading as measured by a question-cued recall test, 4) Fast and accurate reading as measured by a Word Intrusion Test, and 5)‘Overall reading proficiency’as measured by a modified cloze test. Results indicate the existence of two factors: Factor I which is connected with‘receptive’reading skills, and Factor 2 which is connected with‘productive’reading skills. It is suggested that reading comprehension tests of extended discourse in English as a Foreign Language which do not tap‘productive’reading skills, such as are required in recall (and in real life), are only partial tests of reading comprehension. 相似文献
16.
Panayiota Kendeou Timothy C. Papadopoulos George Spanoudis 《Learning and Instruction》2012,22(5):354-367
In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock–Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti’s Verbal Efficiency Theory and examined the contribution of a set of skills that are important in early reading (i.e., rapid naming, phonological processing, orthographic processing, fluency, vocabulary, and working memory) to the three reading comprehension tests. Furthermore, because this set of skills undergo rapid development in the early years, we assessed them in two consecutive years, Grade 1 and Grade 2, before examining their prediction to the three reading comprehension tests in Grade 2. The findings showed that the three reading comprehension tests pose different demands to the young reader. Implications of these findings are discussed with respect to reading comprehension assessment and diagnosis of reading difficulties. 相似文献
17.
诸葛晓初 《读与写:教育教学刊》2010,7(2):8-9,11
Based on the validity theory of foreign language testing, this article analyzes a test paper of College English Test-Band Three. It sets focus on the discussion of listening comprehension, vocabulary and structure testing, reading comprehension and translation testing. In the end the author gives some personal opinions and suggestions on College English Test-Band Three. 相似文献
18.
Rihana Shiri Williams Omer Ari Carmen Nicole Santamaria 《Journal of Research in Reading》2011,34(2):215-231
Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post‐secondary students (e.g. struggling and non‐struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open‐ended) was compared in order to identify the test format that contributes greater variance in reading comprehension. One hundred participants were recruited from students enrolled in a preparatory course for a high‐stakes statewide reading examination. Our results suggest that all three measures have good concurrent validity. There was no evidence that open‐ended cloze performance was more related to verbal ability than any other reading measure. Maze performance did the best job at discriminating between our struggling and non‐struggling readers. Implications for reading comprehension assessment in post secondary‐aged adults are discussed. 相似文献
19.
ZHAO Qifeng 《中国考试》2008,(6)
构想效度(construct validity)一直是效度研究的核心问题,本文对中国汉语水平考试(HSK[高等])和实用汉语水平认定考试(C.TEST)的构想效度进行了探讨。文章首先梳理了这两种考试的构想模型,并初步提出了操作性定义。研究样本为550名同时参加了这两种考试的考生,我们使用因素分析法对所得数据进行分析。结果显示,目前我们只能有把握地说,这两种考试都测到了考生的"阅读理解"能力,对其他能力的检验本文还不能给出明确的结论。 相似文献
20.
周娟 《潍坊教育学院学报》2009,22(1):47-49
阅读测试是阅读评价的一种重要方式。因为教学对象、教学目标的不同,职业学校的语文阅读测试应该有自己的特点。职校生的阅读能力应该更加注重认读与理解能力,尤其是信息的阐释与运用能力,因而测试内容着重于获取信息、解释文本;测试材料宜选择文质兼美的文学型文本和典型实用的信息型文本;测试试题的题型与难度要和学生实际相符;测试评分尽可能制作评分指导。 相似文献