Lecture 11 Assessing Reading

Pages: 181-217

You can find this chapter from Brown’ s book summarized by following this link:

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Lecture’s objectives:

• -This specific chapter will discuss:• -Genres and types of reading. • -Tasks that can be used to assess reading.

Reading Strategies

1. Bottom up strategies: for processing separate letters, words, and phrases.

2. Top-down strategies: for comprehension

The nature of reading (discussion):•unobservable •You can not see the process of reading•You can not observe the product of reading•You can not measure what entered into the brain.

page 186

Basic types(genres) of reading:There are three types or genres of reading p,1861.Academic reading (examples)2.Personal reading (examples)3.Job-related reading (examples)

identifying the genres will help readers apply certain schemata to extract the meaning.

Example ( Reading a recipe: page:187)

.Micro and Macro skills of Reading

1. Micro skills2. Macro skills

More micro and macro skills on page:188 will provide you with possibilities for objectives in the assessment of reading comprehension.

Some Principal Strategies for Reading Comprehension

• Page: 188

Types of reading performance:

1.Receptive: Attending to the component of larger stretches of discourse: letters, words, punctuation, and other graphemic symbols. Bottom–up processing is implied.

2. Selective. This category is largely an artifact of assessment formats. In order to ascertain one’s reading recognition of: lexical, grammatical, or discourse feature of language within a very short stretch of language,

3. Interactive: Typical genres that lend themselves to interactive reading are: anecdotes, short narratives and descriptions, excerpts from longer active reading texts, questionnaires, memos, announcements, directions, recipes, and the like.

4. Extensive: Extensive reading applies to texts of more than a page, up to and including professional articles, essays, technical report, short stories, and books.

Designing assessment tasks

Once you have determined objectives, your next step is to design the tasks.

*Receptive reading: (p, 190-193)• Reading a loud \ Written response \ Multiple-

choice\ Picture –cued items*Selective reading: (p, 194-201)• Multiple-choice\ Matching tasks\ Editing tasks\

Pictures-cured tasks\ Gap filling tasks.

* Interactive reading: (p, 201-212)Cloze test\ Impromptu reading plus comprehension question\ Short answer tasks\ Editing (longer) text\ Scanning \ Ordering tasks\ Information transfer (reading charts, maps, graphs, diagrams).

* Extensive Reading:(p, 212-215)Skimming tasks\ Summarizing and responding\ Note taking and outlining

• Your task:Prepare one assessment reading task that reflects the receptive type of reading.