The Trait Structure of Cloze Test Scores

Bachman, Lyle F.

doi:10.2307/3586563

Cited by 108 publications

(83 citation statements)

References 19 publications

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“…Although some researchers consider cloze tests unsuitable as measures of the comprehension of long-range syntactic or semantic relations (e.g., Alderson, 1980;Shanahan, Kamil, & Tobin, 1982), other researchers believe that they reflect a degree of global comprehension beyond the clause or sentence level, as well as knowledge of orthographic, morphological, and syntactic rules (Bachman, 1982;Chihara, Oller, Weaver, & Chávez-Oller, 1977;Jonz, 1990). Proponents have also ad-dressed other criticisms of the cloze procedure regarding inconsistent results and other "technical" problems (see Jonz & Oller, 1994;KleinBraley & Raatz, 1984).…”

Section: In 1984 Alderson Launched a Debatementioning

confidence: 99%

Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo‐Croatian Learning French

Pichette

Segalowitz

Connors

2003

The Modern Language Journal

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(1980) hypothesized that effective interlingual transfer of reading skills requires the attainment of some particular threshold of second language (L2) knowledge. Results from a study by Hacquebord (1989) suggested that the interlingual transfer of reading skills also requires active reading of the first language (L1). Results from a longitudinal study carried out over a 1-year period with 52 Bosnians learning French as a L2 supported Clarke's hypothesis but were only partially in accord with Hacquebord's. Significant correlations between L1 and L2 reading performance for the subgroup of nonactive L1 readers suggested that failure to maintain L1 reading did not prevent the transfer of reading skills. However, the greater improvement in L2 reading ability by the active L1 readers than by the nonactive L1 readers suggested that maintaining L1 reading enhances the transfer of reading skills. IN 1984, ALDERSON LAUNCHED A DEBATEas to whether problems in foreign language reading stem from reading problems or language problems. He suggested that methodological shortcomings of previous studies were responsible for results that pointed in both directions and stressed the need for further studies to clarify the situation. Since Alderson's article appeared, at least 10 studies have examined the relative influence of first language (L1) reading ability and second language (L2) knowledge on L2 reading ability. In 1995, Bernhardt and Kamil reevaluated previously published data, which contributed to a resolution of Alderson's question. They concluded that the five studies that explicitly addressed the question (Bossers, 1991;Brisbois, 1995;Carrell, 1991;Hacquebord, 1989;Roller, 1988) pointed to the dominance of the L1 reading variable but that the range of estimates was too broad to allow for firm conclusions.Bernhardt and Kamil (1995) also presented new data from 186 English speakers reading English and Spanish. In their data, language proficiency accounted significantly for over 30% of the variance in L2 reading scores, whereas L1 reading FRANÇOIS PICHETTE

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Section: In 1984 Alderson Launched a Debatementioning

confidence: 99%

Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo‐Croatian Learning French

Pichette

Segalowitz

Connors

2003

The Modern Language Journal

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“…Since the validity and reliability of the test were supported by numerous researchers (e.g., Darnell, 1968;Jongsma, 1971;Oller, 1972), the tests have been used as a major measurement of overall language proficiency since the 1970s (see Jongsma, 1971;Oller, 1976;Robinson, 1972). There are some opponents who are skeptical of the effects of cloze tests, claiming that the tests only measure the ability to make localized connections in the texts (Alderson, 1980;Porter, 1983;Bachman, 1982 and1985). However, Alderson (1979) and Readance, Balwin, Bean, and Dishner (1980) state that the cloze tests are a particularly valid measure of reading comprehension as well as text readability for native speakers of English, and are one of the most useful tools for assessing reading comprehension level, learning process, and accurate grammatical knowledge of EFL learners.…”

Section: Cloze Testsmentioning

confidence: 99%

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Shinozuka¹,

Shibata²,

Mizusawa³

2017

ELT

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Poor English performance among Japanese college EFL students has often been explained by grammar-translation and lecture-memorization instruction. This study investigated the effectiveness of a recently designed teaching method, namely, "The read-aloud instruction package," which consists of four major activities: Slash/chunked reading practice (S/CRP), repeated read-aloud practice (RRAP), cloze test, and simultaneous read-aloud and write-out practice (SRAWOP). The study also examined how EFL college students' motivation to learn English and their choice of EFL learning strategies changed after intensive three-month' instruction using these methods. Thirty-two participants with an elementary level of English proficiency completed a pretest and posttest using the TOEIC Bridge®, Strategy Inventory for Language Learning (SILL) and a motivation survey. Results indicated that the participants' score on the posttests on the TOEIC Bridge® improved significantly, but no change was found in their motivation. As to EFL learning strategy, the study found that the participants used more mental processes but less learning with others strategy after the instruction. The article discusses some possible explanations of the effectiveness of the read-aloud instruction package from cognitive and neuro-linguistic perspectives.

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“…Bormuth (1969) argued that cloze test scores are highly correlated with scores in standard tests aimed at measuring reading comprehension skill. Bachman (1982) suggested that cloze tests can be used in assessing advanced skills such as coherence and consistence.…”

Section: Cloze Testmentioning

confidence: 99%

Comparison of Reading Comprehension with respect to Text Type, Grade Level and Test Type

Baştuğ¹

2014

IOJES

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It was aimed in this study to compare students' reading comprehension levels with respect to the variables of text type, grade level and test type. To this aim, the research was carried out in the scanning model. A total of 1028 4th and 5th grade students participated in the research. In assessing reading comprehension skills; open-ended, multiple choice and cloze tests, which were developed based on narrative and informative texts found in course books for students' respective grade levels, were used. T-tests and variance analysis were employed in analyzing the data. It was observed at the end of the research that students' reading comprehension skills did not statistically differ. On the other hand, reading comprehension skills did differ significantly with respect to text type in the favor of narrative texts. That is, students are more successful in comprehending narrative texts compared to informative ones. Another finding is that students' reading comprehension skills significantly differed with respect to test type in the favor of multiple-choice tests. That is, students scored higher in multiple-choice tests than in open-ended and cloze tests. The research findings were discussed in relation to the relevant literature.

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The Trait Structure of Cloze Test Scores

Cited by 108 publications

References 19 publications

Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo‐Croatian Learning French

Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo‐Croatian Learning French

Effectiveness of Read-aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

Comparison of Reading Comprehension with respect to Text Type, Grade Level and Test Type

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