Assessing Second Language Reading : Insights from Cloze Tests / / by Karim Sadeghi

• Record Nr.: UNINA9910495220803321
• Autore: Sadeghi Karim
• Pubbl/distr/stampa: Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021
• ISBN: 9783030844707; 3030844706
• Edizione: [1st ed. 2021.]
• Descrizione fisica: 1 online resource (238 pages)
• Disciplina: 401.93
• Soggetti: Language and languages - Study and teaching; Applied linguistics; Educational tests and measurements; Teaching; Language Education; Applied Linguistics; Assessment and Testing; Didactics and Teaching Methodology
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Preface -- Chapter 1: Introduction -- Chapter 2: Reading in a second language -- Chapter 3: The cloze procedure -- Chapter 4: Criterion-related validity of cloze procedure -- Chapter 5: Judgmental Validity of Cloze from Test-takers’ Viewpoint: Quantitative and Qualities Perspectives -- Chapter 6: Judgmental Validity of Cloze from Teachers as Test-makers’ Viewpoint: Quantitative and Qualities Perspectives -- Chapter 7: Conclusion -- References -- Appendices. .
• Sommario/riassunto: This book investigates the issue of cloze-validity as a measure of second language reading comprehension. It starts off by making a distinction between general reading ability and the more specific reading comprehension followed by a thorough review of the related research on L2 reading comprehension and sorting out the confusion in the literature in this categorization. A comprehensive account of cloze procedure is presented discussing its origin, different versions, its use ; for teaching and testing purposes, as well the latest research on cloze as measures of readability, language proficiency and second language reading. The book includes studies conducted at several stages on validating cloze as a measure of reading and interview and questionnaire techniques are applied to investigate the validity of eight cloze tests, criterion reading tests, and other cloze and reading tests in general. Two new cloze tests, i.e. reader-centered cloze test and phrase cloze test, are also introduced and researched as measures of reading ability. The book concludes with suggestions for developing tests that can better measure reading comprehension in light of recent research insights on the complex and dynamic nature of reading. This book will appeal to researchers, lecturers and graduate and post-graduate students taking a course in Second Language Acquisition, Applied Linguistics, TESOL, Language Assessment, and Educational Measurement.