Comprehensive reading assessment of ESL students : examining process and language integration /
Standardized reading comprehension tests have been widely criticized for its inadequacy in measuring L2 student's reading competency. The issue can be analyzed from two aspects: (a) how well test scores represent students' reading comprehension, and (b) how and why students respond to the...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1996.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739653391&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Standardized reading comprehension tests have been widely criticized for its inadequacy in measuring L2 student's reading competency. The issue can be analyzed from two aspects: (a) how well test scores represent students' reading comprehension, and (b) how and why students respond to the tests the way they did. As long as standardized tests are dominant in school assessment, it is important that students are prepared to handle them. L2 students' thinking process in response to the tests should be examined so that the assessment results will provide teachers with valuable information for reading intervention. This study investigated a classroom-based reading comprehension evaluative instrument -- Process/Product Reading Assessment (PPRA) used to examine individual L2 students' reading process and general language ability in response to standardized reading comprehension tests. The reading process that students underwent in response to the tests was examined through debriefing between an evaluator and a student, when the latter defended the choices selected for the questions. In addition, reading comprehension was evaluated through different language channels. The purposes of this study were to test the alternate form and interrater reliability of the PPRA, and to examine the utility and efficiency of the instrument. Findings revealed that good alternate form and interrater reliability was achieved for the PPRA in assessing the language proficiency of 30 fourth grade L2 students. Furthermore, the instrument was efficiently used to collect comprehensive and reliable information of students' competency in a relatively short period of time. The teachers of the participants in this study responded to the PPRA positively and found the information from the assessment very useful for instruction. This study concluded that standardized tests were properly used as a means in the assessment of L2 students' overall reading and language proficiency demonstrated through different language channels in the PPRA. The defenses to the selected choices by L2 students revealed their understanding of a reading text and the reading and test-taking strategies used in attacking this type of tests. Therefore, the teachers were able to obtain accurate and interpretative information of students' reading proficiency in the assessment. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | x, 133 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 109-117. |