Testing Foreign Language Reading Comprehension: The Immediate Recall Protocol

Bernhardt, Elizabeth B.

doi:10.2307/3530598

Cited by 61 publications

(34 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of every assessment task provide only a partial picture of what the reader is experiencing or what the reader knows; therefore, one looks for measurement techniques that have been proven to be valid and reliable. Here, immediate recall protocols were used to assess text comprehension, as they provide one of the purest measures of understanding because neither the test questions nor the test developer interfere with the response quality and quantity (Alderson, 2000; Berkemeyer, 1989; Bernhardt, 1983, 1991b; Lee, 1986). As Bernhardt (1991b) noted, “the use of immediate recall protocols for operationalization of comprehension is generally not assailed” (p. 218).…”

Section: Methodsmentioning

confidence: 99%

Finding Middle Ground in Second Language Reading: Pedagogic Modifications That Increase Comprehensibility and Vocabulary Acquisition While Preserving Authentic Text Features

O’Donnell

2009

The Modern Language Journal

View full text Add to dashboard Cite

Using a quantitative approach, this study explores the use of textual elaboration as a modification option for literary texts in an intermediate-level Spanish as a second language (L2) course. The results suggest that, with elaborative modifications, literary texts could have an expanded role in L2 instruction for lower proficiency students, thus representing a compromise between those who advocate the exclusive use of authentic reading materials and those who suggest that pedagogically modified texts are more appropriate for this level student. The findings indicate that the L2 readers who read short literary texts that had been modified elaboratively were able to recall more information about the texts and could identify more vocabulary that appeared within the texts. However, the level of text difficulty played a pivotal role in relation to the effectiveness of elaborative modifications. In terms of comprehension, students who read unmodified texts that were relatively easy to comprehend benefited the least from these modifications.IN RECENT YEARS, THERE HAS BEEN CONsiderable discussion in the field of second language (L2) reading regarding which texts best enhance overall language competency, especially for learners with lower level language proficiency

show abstract

Section: Methodsmentioning

confidence: 99%

Finding Middle Ground in Second Language Reading: Pedagogic Modifications That Increase Comprehensibility and Vocabulary Acquisition While Preserving Authentic Text Features

O’Donnell

2009

The Modern Language Journal

View full text Add to dashboard Cite

show abstract

“…Dado los resultados comparativos entre ambos grupos, en este estudio se ha demostrado que los elementos extra textuales ayudarían a construir significado. Al respecto, Bernhardt (1983Bernhardt ( , 1991, concluye en sus investigaciones que los métodos tradicionales de evaluación lectora en L2 son insuficientes para capturar los mecanismos tan complejos que tienen lugar entre el aprendiz y el texto, encontrando, además, que el vocabulario no es el único predictor de la comprensión lectora en L2, ya que los textos multimodales (imágenes y video) son más efectivos que las narraciones planas.…”

Section: Discusión De Resultadosunclassified

“…De hecho, la mayor parte de los especialistas concibe la lectura en L2 como un proceso interactivo. De este modo, según Bernhardt (1983Bernhardt ( , 1991, el lector interactúa con el texto para crear significado a medida que los procesos mentales operan en diferentes niveles. Esto supone que si en L1 se tiene un buen rendimiento y buena práctica lectora, en L2 se conseguiría una mejor comprensión textual.…”

Section: Comprensión Lectora En L2unclassified

Impacto de la multimodalidad en la comprensión lectora de textos narrativos en inglés como lengua extranjera (L2) en estudiantes universitarios

Millalén

2014

Contextos educativos

View full text Add to dashboard Cite

RESUMEN:En el siguiente trabajo se busca comparar el efecto de las pruebas monomodales frente a las multimodales en el índice de comprensión lectora de textos narrativos en L2 que alcanzan los estudiantes de una universidad chilena privada. Para este efecto, se realizó un cuasi-experimento, con una prueba de comprensión lectora en formato monomodal y otra en formato multimodal, y grupos intactos. Al grupo experimental se les administró una prueba en formato multimodal, mientras que al grupo control se le administró una prueba en formato monomodal. La experiencia avala la necesidad de integrar textos multimodales en la comprensión lectora en L2. Los resultados corroboran esta hipótesis, pues, los estudiantes alcanzan niveles de comprensión más altos, en pruebas de comprensión lectora, con formato multimodal.PALABRAS CLAVE: Aprendizaje de lenguas extranjeras, multimodalidad, textos narrativos, comprensión lectora. IMPACT OF MULTIMODALITY IN READING COMPREHENSION OF NARRATIVE TEXTS IN ENGLISH AS A FOREIGN LANGUAGE (EFL) IN UNDERGRADUATE STUDENTSABSTRACT: This research seeks to compare the effect that monomodal and multimodal tests have on the reading comprehension level of English-written narrative texts that EFL learners achieve at a private Chilean university. For this purpose, a quasi-experiment was performed, using a monomodal reading comprehension test and another multimodal one, with intact groups. The experimental group took the multimodal format test, while the control group took the monomodal format test. The interest of this research focused on the need to integrate multimodal texts in L2 reading comprehension. The results endorse the hypothesis that students reach higher comprehension levels in multimodal reading comprehension tests.25

show abstract

“…The examination of L2 reading studies that employed the recall assessment task revealed that research has varied in terms of the time allowed for doing the recall task. As seen in Table 1, while some researchers allowed the participants to read and recall at their own pace (e.g., Allen et al, 1988;Barry & Lazarte, 1995;Barry & Lazarte, 1998;Bernhardt, 1983;Chen & Donin, 1997;Connor, 1984;Donin & Silva, 1993;Horiba, 1996a, b;Horiba et al, 1993;Riley & Lee, 1996;Sadoski et al, 2000;Schraw, 1998;Stott, 2004;Young, 1999), others set a certain time limit and asked the participants to finish the task within the time limit (e.g., Baylor & McCormick, 2003;Chu et al, 2002;Davis et al, 1988;Ghaith & Harkouss, 2003;Kim, 1995;Sadoski et al, 1995).…”

Section: Literature Reviewmentioning

confidence: 98%

The relation between time spent on the written recall task and the memory of L2 text

Chang

2010

Read Writ

View full text Add to dashboard Cite

show abstract

Testing Foreign Language Reading Comprehension: The Immediate Recall Protocol

Cited by 61 publications

References 0 publications

Finding Middle Ground in Second Language Reading: Pedagogic Modifications That Increase Comprehensibility and Vocabulary Acquisition While Preserving Authentic Text Features

Finding Middle Ground in Second Language Reading: Pedagogic Modifications That Increase Comprehensibility and Vocabulary Acquisition While Preserving Authentic Text Features

Impacto de la multimodalidad en la comprensión lectora de textos narrativos en inglés como lengua extranjera (L2) en estudiantes universitarios

The relation between time spent on the written recall task and the memory of L2 text

Contact Info

Product

Resources

About