Careful Reading versus Expeditious Reading: Investigating the Construct Validity of a Multiple-choice Reading Test

Abstract

<p>The paper investigates the validity of a multiple-choice reading test using Weir and Khalifa&rsquo;s (2008) model of reading. Fifty (50) multiple-choice reading items taken from the 2011 English state examination were administered to 496 Grade 12 secondary school students. A concurrent strategies questionnaire was used to elicit information on participants&rsquo; use of strategies during test writing. The results indicate that there are more items that target careful reading than those that target expeditious reading. This is to suggest that the ESE tasks appear to be inappropriate and may need some modifications to more closely reflect the actual test context.</p

The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia

“…All parts of the text that do not contain the information required are skipped (Liu, 2010 ). The intensive reading strategy can be defined as “The different operations where the reader attempts to extract complete meanings within or beyond sentences right up to the level of the entire text” (Katalayi & Sivasubramaniam, 2013 , p. 877). This strategy is used when making a summary of the text or for reading to recall a text (Krishnan, 2011 ; Liu, 2010 ).…”

How teachers interpret displays of students’ gaze in reading comprehension assignments

“…The parts of the text that do not contain the desired information are skipped (Liu, 2010). The intensive reading strategy is often used for making a summary of the text or when remembering a text for learning purposes (Katalayi & Sivasubramaniam, 2013;Krishnan, 2011;Liu, 2010). When applying this strategy, the reader reads the entire text as all information is necessary (Liu, 2010;Urquhart & Weir, 1998).…”

Item analysis of a multiple-choice test of incoming EFL students at a public university in Guanajuato State

“…Again, the paucity of studies in Mexico can be contrasted with the literature devoted to the use of multiple-choice tests in esl assessment in other contexts. The research sites for these studies are located in countries such as the United States, Spain, Chile, Peru, Korea, Japan, Thailand, China, Nigeria, and Israel (Argüelles Álvarez, 2013;Asim et al, 2013;Bensoussan, 1984;Currie & Chiramanee, 2010;Dobson, 1975;Gyllstad, Vilkaitė & Schmitt, 2015;Hoshino, 2013;In'nami & Koizumi, 2009;Katalayi & Sivasubramaniam, 2013;Pike, 1979;Thanyapa & Currie, 2014;Zheng, Cheng & Klinger, 2007). The bulk of studies focusing on the mc format is characterized by relatively large sample sizes (more than 100 participants).…”