2.50
Hdl Handle:
http://hdl.handle.net/10547/338206
Title:
Testing reading through summary: investigating summary completion tasks for assessing reading comprehension ability
Authors:
Taylor, Lynda
Abstract:
This volume reports on a series of empirical studies that investigated the development and trialling of text-removed summary completion tasks and discusses the correlation of these tasks with results from independent measures to validate text-removed summary completion as a measure of reading comprehension ability. Findings from the empirical research reported in the volume suggest it is possible to develop a satisfactory summary of a text which will be consistent with most readers’ mental representation if their reading of the text is adequately contextualised within some purposeful activity. The conversion of the summary into a text-removed summary completion task provides a means of reconciling more closely the practice of assessing reading comprehension ability with current theory about the nature of comprehension.
Citation:
Taylor, L. (2013) 'Testing reading through summary: investigating summary completion tasks for assessing reading comprehension ability.' Studies in Language Testing (39) Cambridge: UCLES/Cambridge University Press.
Publisher:
Cambridge University Press
Journal:
Studies in Language Testing
Issue Date:
2013
URI:
http://hdl.handle.net/10547/338206
Additional Links:
http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/testing-reading-through-summary
Type:
Book
Language:
en
ISBN:
9781107695702
Appears in Collections:
CRELLA Centre for Research in English Language Learning and Assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorTaylor, Lyndaen
dc.date.accessioned2015-01-14T11:59:10Z-
dc.date.available2015-01-14T11:59:10Z-
dc.date.issued2013-
dc.identifier.citationTaylor, L. (2013) 'Testing reading through summary: investigating summary completion tasks for assessing reading comprehension ability.' Studies in Language Testing (39) Cambridge: UCLES/Cambridge University Press.en
dc.identifier.isbn9781107695702-
dc.identifier.urihttp://hdl.handle.net/10547/338206-
dc.description.abstractThis volume reports on a series of empirical studies that investigated the development and trialling of text-removed summary completion tasks and discusses the correlation of these tasks with results from independent measures to validate text-removed summary completion as a measure of reading comprehension ability. Findings from the empirical research reported in the volume suggest it is possible to develop a satisfactory summary of a text which will be consistent with most readers’ mental representation if their reading of the text is adequately contextualised within some purposeful activity. The conversion of the summary into a text-removed summary completion task provides a means of reconciling more closely the practice of assessing reading comprehension ability with current theory about the nature of comprehension.en
dc.language.isoenen
dc.publisherCambridge University Pressen
dc.relation.urlhttp://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/testing-reading-through-summaryen
dc.titleTesting reading through summary: investigating summary completion tasks for assessing reading comprehension abilityen
dc.typeBooken
dc.identifier.journalStudies in Language Testingen
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