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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

dc.contributor.authorWeir, Cyril J.en_GB
dc.contributor.authorHawkey, Rogeren_GB
dc.contributor.authorGreen, Anthonyen_GB
dc.contributor.authorUnaldy, Aylinen_GB
dc.contributor.authorDevi, Sarojanien_GB
dc.date.accessioned2012-08-13T09:37:37Z
dc.date.available2012-08-13T09:37:37Z
dc.date.issued2012
dc.identifier.citationWeir, 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 Pressen_GB
dc.identifier.isbn9781107602649
dc.identifier.urihttp://hdl.handle.net/10547/238216
dc.description.abstractThis 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.
dc.language.isoenen
dc.publisherCambridge University Pressen_GB
dc.relation.ispartofseriesStudies in Language Testingen_GB
dc.relation.ispartofseries34en_GB
dc.relation.urlhttp://www.cambridge.org/gb/elt/catalogue/subject/project/item6639576/?site_locale=en_GBen_GB
dc.subjectreadingen_GB
dc.subjectlanguage assessmenten_GB
dc.subjectlanguage testingen_GB
dc.subjectlisteningen_GB
dc.titleThe 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 universityen
dc.typeBook chapteren
dc.identifier.journalStudies in Language Testingen_GB
html.description.abstractThis 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.


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