Lecture 11 Assessing Reading Pages: 181-217 You can find this chapter from Brown’ s book summarized by following this link: http://docs.com/HI2M http://sp.docs.com/s2330/_layouts/PowerPointFrame.aspx?PowerPointView=SlideShowView&d=Fbd8fee6a58e644c798ab00d
Presentation on theme: "Lecture 11 Assessing Reading Pages: 181-217 You can find this chapter from Brown’ s book summarized by following this link: http://docs.com/HI2M http://sp.docs.com/s2330/_layouts/PowerPointFrame.aspx?PowerPointView=SlideShowView&d=Fbd8fee6a58e644c798ab00d"— Presentation transcript:
1 Lecture 11 Assessing Reading Pages: You can find this chapter from Brown’ s book summarized by following this link:
2 Lecture’s objectives: -This specific chapter will discuss:-Genres and types of reading.-Tasks that can be used to assess reading.
3 Reading StrategiesBottom up strategies: for processing separate letters, words, and phrases.Top-down strategies: for comprehensionThe nature of reading (discussion):•unobservable•You can not see the process of reading•You can not observe the product of reading•You can not measure what entered into the brain. page 186
4 Basic types(genres) of reading: There are three types or genres of reading p,1861.Academic reading (examples)2.Personal reading (examples)3.Job-related reading (examples)identifying the genres will help readers applycertain schemata to extract the meaning.Example ( Reading a recipe: page:187)
5 .Micro and Macro skills of Reading Micro skillsMacro skillsMore micro and macro skills on page:188 will provide you with possibilities for objectives in the assessment of reading comprehension.
6 Some Principal Strategies for Reading Comprehension Page: 188
7 Types of reading performance: 1.Receptive: Attending to the component of larger stretches of discourse: letters, words, punctuation, and other graphemic symbols. Bottom–up processing is implied. 2. Selective. This category is largely an artifact of assessment formats. In order to ascertain one’s reading recognition of: lexical, grammatical, or discourse feature of language within a very short stretch of language,
8 3. Interactive: Typical genres that lend themselves to interactive reading are: anecdotes, short narratives and descriptions, excerpts from longer active reading texts, questionnaires, memos, announcements, directions, recipes, and the like.4. Extensive: Extensive reading applies to texts of more than a page, up to and including professional articles, essays, technical report, short stories, and books.
9 Designing assessment tasks Once you have determined objectives, your next step is to design the tasks.*Receptive reading: (p, )Reading a loud \ Written response \ Multiple-choice\ Picture –cued items*Selective reading: (p, )Multiple-choice\ Matching tasks\ Editing tasks\ Pictures-cured tasks\ Gap filling tasks.
10 * Interactive reading: (p, 201-212) Cloze test\ Impromptu reading plus comprehension question\ Short answer tasks\ Editing (longer) text\ Scanning \ Ordering tasks\ Information transfer (reading charts, maps, graphs, diagrams).* Extensive Reading:(p, )Skimming tasks\ Summarizing and responding\ Note taking and outlining
11 Your task:Prepare one assessment reading task that reflects the receptive type of reading.