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    The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university

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    Authors
    Weir, Cyril J.
    Hawkey, Roger
    Green, Anthony
    Unaldy, Aylin
    Devi, Sarojani
    Issue Date
    2012
    Subjects
    reading
    language assessment
    language testing
    listening
    
    Metadata
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    Abstract
    This study investigates the academic reading activities and problems of students in their first-year of study at a British University, and compares the emerging model of academic reading with an analysis of the reading construct as tested in the IELTS Reading Module. The contextual parameters of the reading texts of target students are reviewed and a comparison made with those performance conditions obtaining for reading activities in the IELTS test. The extent to which any problems in reading might decrease the higher the IELTS reading band score obtained before entry is investigated.
    Citation
    Weir, C.J., Hawkey, R., Green, A., Unaldi, A. and Devi, S. (2012) The relationship between the academic reading construct as measured by IELTS and the reading experiences of students in their first year of study at a British university in Taylor, L. and Weir, C. J. (eds.) IELTS Collected Papers 2: Research in reading and listening assessment. Studies in Language Testing 34. Cambridge: Cambridge University Press
    Publisher
    Cambridge University Press
    Journal
    Studies in Language Testing
    URI
    http://hdl.handle.net/10547/238216
    Additional Links
    http://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GB
    Type
    Book chapter
    Language
    en
    Series/Report no.
    Studies in Language Testing
    34
    ISBN
    9781107602649
    Collections
    CRELLA Centre for Research in English Language Learning and Assessment

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