ASSESSING READING

ASSESSING READING

1. In foreign language learning, reading likewise a skill that teachers simply expect learners to acquire.

   • Challenges
     • A number of important challenges face reading assessment practices. One of the most important challenges for reading assessment stems from the complexity of the construct of reading ability itself.
       • The assessment of reading ability does not end with the measurement of comprehension.
         • A second challenge is the need to reconcile the connection between reading in a testing context and reading in non-testing contexts.

2. Types of reading

   • 1.Perceptive. In keeping with the set of categories specified for listening comprehension
     • 2. Selective. It is used in order to ascertain one's reading recognition of lexicon.
       • 3. Interactive. In this one, we can find stretches of language of several paragraphs to one page or more in which the reader must interact with the text.
         • 4. Extensive. The main objective is to assess the learner's global understanding of big lectures.

3. Reading types

   • Academic reading
   • Job-related reading
   • Personal reading

4. Reading microskills

   • Reading comprehension is a multicomponent construct which involves many microskills and macro-skills.
     • 1. Discriminate among the distinctive graphemes and orthographic patterns of English.
       • 2. Retain chunks of language of different lengths in short-term memory.
         • 3. Process writing at an efficient rate of speed to suit the purpose.
           • 4. Recognize a core of words, and interpret word order patterns and their significance.
             • 5. Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization) patterns, rules, and elliptical forms.
               • 6. Recognize that a particular meaning may be expressed in different grammatical forms.
                 • 7. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.
   • Reading macro skills
     • 1. Recognize the rhetorical forms of written discourse and their significance for interpretation.
       • 2. Recognize the communicative functions of written texts, according to form and purpose.
         • 3. Infer context that is not explicit by using background knowledge.
           • From described events, ideas, etc.
             • 5. Distinguish between literal and implied meanings.
               • 6. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata.
                 • 7. Develop and use a battery of reading strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts.

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