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The cognitive processes underlying the academic reading construct as measured by IELTS

dc.contributor.authorWeir, Cyril J.en_GB
dc.contributor.authorHawkey, Rogeren_GB
dc.contributor.authorGreen, Anthonyen_GB
dc.contributor.authorDevi, Sarojanien_GB
dc.date.accessioned2012-08-13T09:38:02Z
dc.date.available2012-08-13T09:38:02Z
dc.date.issued2012
dc.identifier.citationWeir, C.J., Hawkey, R., Green, A. and Devi, S. (2012) The cognitive processes underlying the academic reading construct as measured by IELTS 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/10547/238217
dc.description.abstractThis study, building on CRELLA’s 2006/07 IELTS funded research, clarifies further the links between what is measured by IELTS and the construct of academic reading as practised by students in a UK university by eliciting from IELTS candidates, by means of a retrospective protocol, the reading processes they engage in when tackling IELTS Reading tasks. The study provides grounded insight into the congruence between the construct measured by IELTS and that of academic reading in the target domain
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.relation.urlhttp://www.ielts.org/PDF/Vol9_Report4.pdf
dc.subjectreadingen_GB
dc.subjectlanguage assessmenten_GB
dc.subjectlanguage testingen_GB
dc.subjectlisteningen_GB
dc.subjectacademic readingen_GB
dc.titleThe cognitive processes underlying the academic reading construct as measured by IELTSen
dc.typeBook chapteren
dc.identifier.journalStudies in Language Testingen_GB
html.description.abstractThis study, building on CRELLA’s 2006/07 IELTS funded research, clarifies further the links between what is measured by IELTS and the construct of academic reading as practised by students in a UK university by eliciting from IELTS candidates, by means of a retrospective protocol, the reading processes they engage in when tackling IELTS Reading tasks. The study provides grounded insight into the congruence between the construct measured by IELTS and that of academic reading in the target domain


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