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Journal articles on the topic 'Assessing reading comprehension'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Klingner, Janette K. "Assessing Reading Comprehension." Assessment for Effective Intervention 29, no. 4 (2004): 59–70. http://dx.doi.org/10.1177/073724770402900408.

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Perkins, Kyle. "Assessing Reading." Annual Review of Applied Linguistics 18 (March 1998): 208–18. http://dx.doi.org/10.1017/s026719050000355x.

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The fields of reading comprehension per se and second language reading comprehension are vast indeed, and an attempt to survey them will, of necessity, be attenuated in a chapter of this size. As a consequence, I will limit my discussion to six areas: 1) general comments concerning areas of interest in reading research and assessment, 2) the adaptation of a suitable first-language reading comprehension model for second-language assessment, 3) the reliance on a top-down model of reading comprehension, 4) the validity of multiple-choice reading comprehension tests, 5) research on behavioral anch

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August, Diane, David J. Francis, Han‐Ya Annie Hsu, and Catherine E. Snow. "Assessing Reading Comprehension in Bilinguals." Elementary School Journal 107, no. 2 (2006): 221–38. http://dx.doi.org/10.1086/510656.

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Arustamyan, Y. Y. "MODERN APPROACHES TO ASSESSING READING COMPREHENSION." Theoretical & Applied Science 78, no. 10 (2019): 645–48. http://dx.doi.org/10.15863/tas.2019.10.78.119.

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Salem, Ashraf Atta Mohamed Safein. "Scaffolding Reading Comprehension Skills." English Language Teaching 10, no. 1 (2016): 97. http://dx.doi.org/10.5539/elt.v10n1p97.

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The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not awa

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Khamkhong, Surasak. "Assessing English L2 reading comprehension in Thai EFL learners: The correlations between literal, interpretative and critical comprehension skills." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 181–87. http://dx.doi.org/10.18844/prosoc.v4i1.2253.

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Magliano, Joseph P., Keith K. Millis, Irwin Levinstein, and Chutima Boonthum. "Assessing comprehension during reading with the Reading Strategy Assessment Tool (RSAT)." Metacognition and Learning 6, no. 2 (2010): 131–54. http://dx.doi.org/10.1007/s11409-010-9064-2.

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Morrison, Timothy G., and Brad Wilcox. "Assessing Expressive Oral Reading Fluency." Education Sciences 10, no. 3 (2020): 59. http://dx.doi.org/10.3390/educsci10030059.

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Educators struggle to assess various aspects of reading in valid and reliable ways. Whether it is comprehension, phonological awareness, vocabulary, or phonics, determining appropriate assessments is challenging across grade levels and student abilities. Also challenging is measuring aspects of fluency: rate, accuracy, and prosody. This article presents a history of fluency in American education with particular focus on assessing expressive oral reading. In addition, the two major approaches to prosody assessment will be explained, and the three most prominent tools for rating expressive oral

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Sugawara, Saku, Pontus Stenetorp, Kentaro Inui, and Akiko Aizawa. "Assessing the Benchmarking Capacity of Machine Reading Comprehension Datasets." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (2020): 8918–27. http://dx.doi.org/10.1609/aaai.v34i05.6422.

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Existing analysis work in machine reading comprehension (MRC) is largely concerned with evaluating the capabilities of systems. However, the capabilities of datasets are not assessed for benchmarking language understanding precisely. We propose a semi-automated, ablation-based methodology for this challenge; By checking whether questions can be solved even after removing features associated with a skill requisite for language understanding, we evaluate to what degree the questions do not require the skill. Experiments on 10 datasets (e.g., CoQA, SQuAD v2.0, and RACE) with a strong baseline mod

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Rost, Detlef H. "Assessing different components of reading comprehension: fact or fiction?" Language Testing 10, no. 1 (1993): 79–92. http://dx.doi.org/10.1177/026553229301000105.

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Jones, F. W., K. Long, and W. M. L. Finlay. "Assessing the reading comprehension of adults with learning disabilities." Journal of Intellectual Disability Research 50, no. 6 (2006): 410–18. http://dx.doi.org/10.1111/j.1365-2788.2006.00787.x.

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Stavans, Anat, and Brenda Oded. "Assessing EFL reading comprehension: The case of Ethiopian learners." System 21, no. 4 (1993): 481–94. http://dx.doi.org/10.1016/0346-251x(93)90059-p.

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Rochman, Muhammad. "The IMPORTANCE OF TEACHING READING: IMPROVING STUDENTS’ READING COMPREHENSION IN EFL CONTEXT EMPHASIZED ON READING FLUENCY AND ACCURACY." JOURNEY (Journal of English Language and Pedagogy) 1, no. 1 (2018): 6–14. http://dx.doi.org/10.33503/journey.v1i1.91.

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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of rea

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Susanto, Alpino. "Assessing the relationship between Vocabulary Level Test (VLT) and reading comprehension." Studies in English Language and Education 4, no. 2 (2017): 157. http://dx.doi.org/10.24815/siele.v4i2.5118.

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It has been considered crucial about how vocabulary knowledge in relation with reading comprehension. This research was conducted to explore the link of Indonesian students Vocabulary Level Test (VLT) performance and their reading textbook on reading subject. Through this pilot research, it can describe the implications profile in English teaching process especially in reading. Furthermore it can give more information in how to measure the reading textbook reference for reading subject or other similar subject that involve reading activities. There were 30 undergraduate students in Universitas

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Sukarni, Semi. "Reading Attitude and Its Influence on Students’ Reading Comprehension." Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 1 (2019): 193–204. http://dx.doi.org/10.19109/ejpp.v6i1.2935.

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This paper investigated the level of the students’ reading attitude and examined its influence on their reading comprehension in undergradute program of English Education Muhammadiyah Purworejo University. Sixty two students participated in the study. Two types of instruments were used to collect the data, namely reading attitude questionnaire and reading test. The questionnaire is in Likert-scale type with five responses in term of agreement with the score starts from 5 – 1. The reading test consists of 40 of multiple-choice type items assessing the students reading skills. Descriptive and in

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Neddenriep, Christine E., Abigail M. Fritz, and Miranda E. Carrier. "Assessing for generalized improvements in reading comprehension by intervening to improve reading fluency." Psychology in the Schools 48, no. 1 (2010): 14–27. http://dx.doi.org/10.1002/pits.20542.

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Apsari, Yanuarti, and Acep Haryudin. "THE ANALYSIS OF ENGLISH LECTURERS’ CLASSROOM-BASED READING ASSESSMENTS TO IMPROVE STUDENTS’ READING COMPREHENSION." ELTIN JOURNAL, Journal of English Language Teaching in Indonesia 5, no. 1 (2017): 35. http://dx.doi.org/10.22460/eltin.v5i1.p35-44.

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The objectives of this research are to identify techniques that the lecturers use in assessing readingcomprehension and to find the way English lecturers construct classroom-based reading assessments.Three English lecturers were selected as the respondents of this research. The data were obtainedthrough classroom observation and interview. Then, they were analyzed and reported descriptively.The results of this research revealed that in assessing reading comprehension all respondents usedvarious techniques such as short answer question, matching test, multiple choice and observation(teacher mad

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Holsworth, Michael. "Assessing Low-level Cognitive Processes of Word Recognition." Vocabulary Learning and Instruction 9, no. 2 (2020): 55–62. http://dx.doi.org/10.7820/vli.v09.2.holsworth.

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A fundamental skill required for vocabulary development is word recognition ability. According to Perfetti (1985), word recognition ability relies on low-level cognitive processing skill to be automatic and efficient in order for cognitive resources to be allocated to high-level processes such as inferencing and schemata activation needed for reading comprehension. The low-level processes include orthographic knowledge, semantic knowledge, and phonological awareness. These low-level processes must be efficient, fluent, and automatic in second language readers in order for them to achieve the u

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Yang, Kai-Lin, and Jian-Lin Li. "A Framework for Assessing Reading Comprehension of Geometric Construction Texts." International Journal of Science and Mathematics Education 16, no. 1 (2016): 109–24. http://dx.doi.org/10.1007/s10763-016-9770-6.

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Evina Sinambela, Seftirina. "Prosody as a Tool for Assessing Reading Fluency of Adult ESL Students." Advances in Language and Literary Studies 8, no. 6 (2017): 83. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.83.

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The prosodic features in reading aloud assignment has been associated with the students’ decoding skill. The goal of the present study is to determine the reliability of prosody for assessing reading fluency of adult ESL students in Indonesia context. The participants were all Indonesian natives, undergraduate students, adult females and males who have learned English in school (at the very least twice a week) for more than 12 years. Text reading prosody was assessed by reading aloud task and the students’ speaking manner was taped and measured by using the Multidimensional Fluency Scale, as f

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Zabrucky, Karen, and Hilary Horn Ratner. "Effects of Reading Ability on Children's Comprehension Evaluation and Regulation." Journal of Reading Behavior 21, no. 1 (1989): 69–83. http://dx.doi.org/10.1080/10862968909547659.

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Good and poor readers in the sixth grade ( M age = 11.92 years) were videotaped reading inconsistent stories presented one sentence at a time. Children's comprehension evaluation was assessed with on-line (reading times) and verbal report measures; comprehension regulation was assessed by examining look-backs during reading. All children read inconsistencies more slowly than consistent control information but good readers were more likely than poor readers to look back at inconsistencies during reading, to give accurate verbal reports of passage consistency following reading, and to recall tex

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22

Nirchi, Stefania. "Assessing Learners' Reading Literacy through New Approaches." International Journal of Digital Literacy and Digital Competence 5, no. 2 (2014): 32–48. http://dx.doi.org/10.4018/ijdldc.2014040103.

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Reading comprehension is a process that has been the subject of studies for several years; there have been many attempts to make it a reference model, especially for teachers. Studies on the topic differ greatly depending on whether the approach is linguistic, social, or psychological. However, the common starting point of these studies is the procedural nature of comprehension and the active role played by the reader in the construction of meaning; a centrality that the reader also maintains in an era, the current, which is characterized by a nature deeply digital and in which the impact with

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23

Nufus, Zahratun, and Nur Ifadloh. "The Realization of Brown’s Theory of Assessing Reading on Reading Section of English National Examination." SALEE: Study of Applied Linguistics and English Education 2, no. 2 (2021): 182–91. http://dx.doi.org/10.35961/salee.v2i02.288.

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This study is concerned with the realization of Brown’s theory of assessing reading on the English national examination. This study focused on the English national examination for junior high schools in the academic year 2018/2019. It aimed to know what types of assessing reading were used and what the most dominant types were used on the English national examination based on the realization of Brown’s theory. The qualitative approach was employed. The method of analysis used was descriptive research. Based on the data analysis, there was only one type of the four types of reading assessment w

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Nisha, Vidyasagar, and Bhogle Sudha. "Running Head: Reading Comprehension: Reviving the Sentence Verification Technique." Artha - Journal of Social Sciences 12, no. 1 (2013): 1. http://dx.doi.org/10.12724/ajss.24.1.

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Reading success is largely determined by readingcomprehension. Thus accurate assessment of readingcomprehension is necessary to identify those who requireremediation and to plan future instructions in classrooms.Sentence verification technique (SVT) is one of themethods of assessing comprehension and can function asa diagnostic tool in reading assessment. The aim of thecurrent study was to determine whether the SVT coulddetect gender and grade differences in readingcomprehension. The study targeted 1091 elementarygrade students comprising both boys and girls who wereassessed using the SVT. The

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GEIGER, JOHN F., and KEITH K. MILLIS. "ASSESSING THE IMPACT OF READING GOALS AND TEXT STRUCTURES ON COMPREHENSION." Reading Psychology 25, no. 2 (2004): 93–110. http://dx.doi.org/10.1080/02702710490435637.

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Spyridakis, Jan H., and Michael J. Wenger. "An Empirical Method of Assessing Topic Familiarity in Reading Comprehension Research." British Educational Research Journal 17, no. 4 (1991): 353–60. http://dx.doi.org/10.1080/0141192910170405.

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Bowyer-Crane, Claudine, and Margaret J. Snowling. "Assessing children's inference generation: What do tests of reading comprehension measure?" British Journal of Educational Psychology 75, no. 2 (2005): 189–201. http://dx.doi.org/10.1348/000709904x22674.

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Nicholas, L. E., D. L. MacLennan, and R. H. Brookshire. "Validity of Multiple-Sentence Reading Comprehension Tests for Aphasic Adults." Journal of Speech and Hearing Disorders 51, no. 1 (1986): 82–87. http://dx.doi.org/10.1044/jshd.5101.82.

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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 passa

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NICOLAS, VERONICA. "Utilization of Online Oral Reading Test in Determining the Reading Skills of the Grade 6 Pupils in English." Journal of World Englishes and Educational Practices 3, no. 4 (2021): 01–05. http://dx.doi.org/10.32996/jweep.2021.3.4.1.

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Reading is every child’s foundation where great learning is involved and evidently proved one’s comprehension. Reading teachers play a vital role in assessing their pupils’ reading skills and administering intervention programs for learners’ reading development. This action research employed the Phil-IRI (Philippine Informal Reading Inventory) Oral Reading Test. This is an informal measure that assesses the pupils’ reading skills, both their reading speed and comprehension. It consists of graded reading passages from Grade I to Grade VI. Each graded passage is followed by 7 comprehension quest

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Davidson, Meghan M. "Reading Comprehension in School-Age Children With Autism Spectrum Disorder: Examining the Many Components That May Contribute." Language, Speech, and Hearing Services in Schools 52, no. 1 (2021): 181–96. http://dx.doi.org/10.1044/2020_lshss-20-00010.

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Purpose Reading comprehension is consistently poor in many school-age children with autism spectrum disorder (ASD). The purpose of this tutorial is to provide an overview from a multicomponent view on the many predictors that may contribute to reading comprehension difficulties in ASD. Method This tutorial reviews current literature on profiles and predictors of reading comprehension in ASD. The review is situated from a multicomponent theoretical view based on the “direct and indirect effects of reading” model that builds on the familiar “simple view of reading.” Each component, including wor

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Lu, Zhongshe, and Meihua Liu. "An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance." Studies in Second Language Learning and Teaching 5, no. 1 (2015): 65–85. http://dx.doi.org/10.14746/ssllt.2015.5.1.4.

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The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their Englis

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Deacon, Storm Héléne, Andrew John Holliman, Graeme John Dobson, and Emily Charlotte Jane Harrison. "Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension." Scientific Studies of Reading 22, no. 6 (2018): 527–34. http://dx.doi.org/10.1080/10888438.2018.1483376.

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McCarthy, Kathryn, Danielle McNamara, Marina Solnyshkina, Fanuza Tarasova, and Roman Kupriyanov. "The Russian Language Test: Towards Assessing Text Comprehension." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 4 (December 2019): 231–47. http://dx.doi.org/10.15688/jvolsu2.2019.4.18.

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Reading comprehension relies on a variety of complex skills that are not effectively assessed by existing Russian language tests. At the same time, Russian textbooks are criticized both for their low text quality and high text complexity. This study addresses issues of Russian language proficiency and comprehension assessment with the development of the Russian Language Test (RLT). The RLT was constructed to measure proficiency relevant to textbook comprehension, such as grammar and vocabulary knowledge, establishing propositional meaning and inferencing. Results from this initial study includ

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Shin, Yousun. "Assessing the Relative Roles of Vocabulary and Syntactic Knowledge in Reading Comprehension." Korean Journal of Applied Linguistics 28, no. 2 (2012): 169. http://dx.doi.org/10.17154/kjal.2012.06.28.2.169.

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van Steensel, Roel, Ron Oostdam, and Amos van Gelderen. "Assessing reading comprehension in adolescent low achievers: Subskills identification and task specificity." Language Testing 30, no. 1 (2012): 3–21. http://dx.doi.org/10.1177/0265532212440950.

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Babbitt Bray, Gayle, and Sheila Barron. "Assessing Reading Comprehension: The Effects of Text-Based Interest, Gender, and Ability." Educational Assessment 9, no. 3 (2004): 107–28. http://dx.doi.org/10.1207/s15326977ea0903&4_2.

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Babbitt Bray, Gayle, and Sheila Barron. "Assessing Reading Comprehension: The Effects of Text-Based Interest, Gender, and Ability." Educational Assessment 9, no. 3-4 (2004): 107–28. http://dx.doi.org/10.1080/10627197.2004.9652961.

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Støle, Hildegunn, Anne Mangen, and Knut Schwippert. "Assessing children's reading comprehension on paper and screen: A mode-effect study." Computers & Education 151 (July 2020): 103861. http://dx.doi.org/10.1016/j.compedu.2020.103861.

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D'ARCY, RYAN C. N., JOHN F. CONNOLLY, and GAIL A. ESKES. "Evaluation of reading comprehension with neuropsychological and event-related brain potential (ERP) methods." Journal of the International Neuropsychological Society 6, no. 5 (2000): 556–67. http://dx.doi.org/10.1017/s1355617700655054.

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Evidence is presented for the efficacy of a new method of assessing reading comprehension using a standardized reading test that was formatted for computer presentation with simultaneous event-related brain potential (ERP) recordings. Reading comprehension abilities of 23 healthy undergraduate students were evaluated using ERPs. The results revealed a differential ERP response pattern for correct and incorrect test items. These response patterns were observed at individual participant levels. The findings provided further support for the use of ERPs in the neuropsychological assessment of pati

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Sharma, Saryu, Hana Kim, Havan Harris, Amanda Haberstroh, Heather Harris Wright, and Kathrin Rothermich. "Eye Tracking Measures for Studying Language Comprehension Deficits in Aphasia: A Systematic Search and Scoping Review." Journal of Speech, Language, and Hearing Research 64, no. 3 (2021): 1008–22. http://dx.doi.org/10.1044/2020_jslhr-20-00287.

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Aim The aim of this scoping review is to identify the eye tracking paradigms and eye movement measures used to investigate auditory and reading comprehension deficits in persons with aphasia (PWA). Method MEDLINE via PubMed, Cochrane, CINAHL, Embase, PsycINFO, OTseeker, Scopus, Google Scholar, Grey Literature Database, and ProQuest Search (Dissertations & Theses) were searched for relevant studies. The Covidence software was used to manage the initial and full-text screening process for the search. Results and Discussion From a total of 1,803 studies, 68 studies were included for full-text

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Thanh, Trinh Ngoc. "IMPLEMENTING INTEGRATED FORMAT IN ASSESSING READING COMPREHENSION: A CASE OF VIETNAMESE EFL LEARNERS." VNU Journal of Foreign Studies 37, no. 1 (2021): 99. http://dx.doi.org/10.25073/2525-2445/vnufs.4660.

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The present study evaluates the effect of test format on the performance of reading comprehension, which is the integrated format. Unlike the separation of text and test questions into two sections in the split format, the main modification of the integrated format is that the relevant text is integrated with test questions in each reading task. Through the comparison between learners’ performance in the two test formats, this study tests the hypothesis that the overall test performance and task performance in the integrated format are higher than performance in the split format. Drawn on scor

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Lim, Chang Kuan, Lin Siew Eng, Abdul Rashid Mohamed, and Shaik Abdul Malik Mohamed Ismail. "Relooking at the ESL Reading Comprehension Assessment for Malaysian Primary Schools." English Language Teaching 11, no. 7 (2018): 146. http://dx.doi.org/10.5539/elt.v11n7p146.

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The purpose of the study is to have a relook at the ESL reading comprehension assessment system for Malaysian Year Five students. Traditionally, the ESL teachers have been assessing and reporting on their primary year’s students by merely giving a composite grade with some vague remarks. This process has been used and is still being employed in spite of the numerous advances and progress that have been made in the realm of education. To gauge the students’ reading ability there is a need to take a serious look into the way teachers assess the students. In this ESL reading comprehension assessm

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Qian, David. "Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension." Canadian Modern Language Review 56, no. 2 (1999): 282–308. http://dx.doi.org/10.3138/cmlr.56.2.282.

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Sparks, Bernard I. "(BV-134)ASSESSING THE IMPACT OF NEAR PHORIAS ON READING SPEED AND COMPREHENSION." Optometry and Vision Science 77, SUPPLEMENT (2000): 274. http://dx.doi.org/10.1097/00006324-200012001-00453.

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Piper, Benjamin, and Stephanie Simmons Zuilkowski. "The role of timing in assessing oral reading fluency and comprehension in Kenya." Language Testing 33, no. 1 (2015): 75–98. http://dx.doi.org/10.1177/0265532215579529.

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Best, Virginia, Gitte Keidser, Katrina Freeston, and Jörg M. Buchholz. "A Dynamic Speech Comprehension Test for Assessing Real-World Listening Ability." Journal of the American Academy of Audiology 27, no. 07 (2016): 515–26. http://dx.doi.org/10.3766/jaaa.15089.

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Background: Many listeners with hearing loss report particular difficulties with multitalker communication situations, but these difficulties are not well predicted using current clinical and laboratory assessment tools. Purpose: The overall aim of this work is to create new speech tests that capture key aspects of multitalker communication situations and ultimately provide better predictions of real-world communication abilities and the effect of hearing aids. Research Design: A test of ongoing speech comprehension introduced previously was extended to include naturalistic conversations betwe

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Silalahi, Rentauli Mariah. "Assessing University Students’ Critical Thinking Skill by Using the TOEFL ITP Reading Test." Lingua Cultura 11, no. 2 (2017): 79. http://dx.doi.org/10.21512/lc.v11i2.1518.

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This is a qualitative study trying to find out the students’ ability in applying the critical thinking skill while doing the TOEFL ITP reading test. The student participants were 140 university students in one of the private universities in Indonesia. In order to find out the answer, this research was firstly done by looking at the relationship of critical thinking and reading comprehension skill and investigating the level of students’ reading ability by contrasting their reading score to the Common European Framework of Reference for Languages (CEFR). The study found out that there was an in

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Pillai, Adeena Deepa Ramakrishna, and Shamala Paramasivam. "Miscue Analysis of Oral Reading Among Non-Proficient Malaysian ESL Learners." Journal of English Language and Literature 2, no. 2 (2014): 179–85. http://dx.doi.org/10.17722/jell.v2i2.34.

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Reading is a vital skill. Research has shown that proficient learners usually have a greater comprehension of the reading material. This study focuses on non-proficient learners’ oral reading as a direct method of assessing their reading ability. Miscue analysis is used as a tool to gather information and measure strategies used in reading and comprehending a given material. The study investigates the types and frequencies of miscues made by learners when they orally read texts and assesses learners’ comprehension based on the oral reading through the use of multiple-choice questions. The numb

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Bowey, Judith A., and Rinu K. Patel. "Metalinguistic ability and early reading achievement." Applied Psycholinguistics 9, no. 4 (1988): 367–83. http://dx.doi.org/10.1017/s0142716400008067.

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ABSTRACTThis study explored the conceptual status of metalinguistic ability by determining whether or not metalinguistic ability can account for variation in early reading achievement independently of more general language abilities. First-grade children were given a test battery assessing phonemic awareness, syntactic awareness, receptive vocabulary, syntactic proficiency, word decoding ability, and reading comprehension ability. Strong zero-order correlations were observed among all experimental measures. However, multiple regression analyses revealed that metalinguistic ability did not cont

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Khanahmadi, Ahmad, and Nedasadat Sajadirad. "Impact of strategy-based instruction via webfolio assessment on IELTS general reading of EFL learners." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 6 (2019): 92–101. http://dx.doi.org/10.18844/prosoc.v6i6.4471.

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Abstract:

This study employed a webfolio assessment system to investigate how the use of blogs within a portfolio framework in Iranian EFL reading classes which implemented Strategy-Based Instruction affects reading comprehension. For the purpose of this study, 45 advance male learners were divided into three groups. Two IELTS general reading tasks adopted from Cambridge IELTS 10 were administered as pre-test and post-test phases of the study to the experimental groups in order to find the difference in the reading comprehension of the learners prior to the treatment and then at the outset of the study.

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