Why do we have to read?
— To convey information
— To amuse and entertain
— To codify our social, economic, and legal convention
— To fulfill a host of other function
Reading, arguably the most essential skill for success in all aducational
contexts, remains a skill of paramount importance as we create assessments of
general language ability.
Genre of Reading
— Academic Reading
— Job Related Reading
— Personal Reading
Academic Reading
— General Interest articles (in magazine, newspaper, etc.)
— Technical report (lab reports), professional journal
articles
— Reference material (dictionary)
— Essays, papers
— Text directions
— Editorial and opinion writing
Job-related reading
— Messages
— Letters /emails
— Memos
— Reports
— Schedule, labels, signs, announcements
— Forms, applications, questionaires
— Financials documents
— Directories
— Manual, directions
Personal Reading
— Newspaper and magazine
— Letters, emails, greetingcards, invitations
— Messages, note, list
— Schedules (train, bus, plane)
— Recipes, menus, maps, calendars
— Advertisements
— Novels, short stories, jokes, drama, poem
— Financial documents
— Comicstrips, cartoon
Type of reading :
1. PERCEPTIVE READING
Perceptive reading tasks involve attending to the
components of large stretches of discourse: letters, words, punctuation, and
other graphemic symbols.
a. Reading aloud
The test-taker sees separate letters, words, and/or short
sentences and read them aloud, one by one. Since the assessment is of reading
comprehension.
b. Written Response
The test-taker task is to reproduce the probe in writing.
The evaluation of the test-taker‘s responses must be carefully treated.
c. Multiple-Choice
Responses are not only a matter of choosing one of 4 or 5
possible answers. Some of which are especially useful at the low levels of
reading, include same/different, circle the answer, true/false, choose the
letter, and matching.
d. Picture-cued items
Test-taker are shown are picture, such as the one on the
next page, along with a written text and are given one of a number of possible
tasks to perform.
2. SELECTIVE READING
Selective reading is reading recognition of lexical,
grammatical, or discourse features of language within a very short stretch of
language, certain are used:
a. multiple-choice
The most popular method
of testing a reading knowledge of vocabulary and grammar is the multiple choice
format, mainly for reasons of practically, it’s easy to administer and can be
scored quickly.
b. matching tasks
Matching tasks is simply to respond correctly which
makes matching an appropriate format.
c. editing tasks
Editing tasks is editing for grammatical or
rhetorical.
d. picture-cued tasks
For perceptive
recognition of symbols and words.
The methods are used:
1 .test-takers read a
sentence and choose one of four pictures that is being described.
2. test-takers read a
series of sentences or definitions, each describing a labeled part of a picture or diagram. To identify each
labeled item.
3. INTERACTIVE READING
Interactive
reading are anecdotes, short narrative and descriptions, excerpts from longer
texts, questionnaires, memos, announcements. The focus of an interactive tasks
is to identify relevant features (lexical, symbolic, grammatical, and
discourse) within texts of moderately short length with the objective of
retaining the information that is processed.
Interactive Reading :
— Cloze Tasks
From concept of
closure that the ability to fill in gaps in an incomplete.
— Impromptu reading plus comprehension questions
— Short answer tasks
— Editing (longer texts)
— Scanning
— Ordering tasks
— Information Transfer (chart, maps, graphics)
Extensive Reading
— Skimming
— Summarrizing and responding
— Note Taking and Outlining
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