The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text‐First versus Questions‐First Strategies

2021 ◽  
Author(s):  
Menahem Yeari ◽  
Liran Markel Schlesinger ◽  
Ella Moshka
Keyword(s):  
Reading Comprehension ◽  
Domain Knowledge ◽  
Time Constraints ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests

2021 ◽  
pp. 026553222199113
Author(s):  
Sarah Sok ◽  
Hye Won Shin ◽  
Juhyun Do
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Test Performance ◽  
Test Taker ◽  
Phonological Working Memory ◽  
Young Learners ◽  
L2 Learners ◽  
L2 Listening ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.

scholarly journals An Analysis of the Language Patterns of Standardized Reading Comprehension Tests and their Effect on Student Performance

1974 ◽  
Vol 6 (4) ◽  
pp. 353-366
Author(s):  
Eugene Jongsma
Keyword(s):  
Reading Comprehension ◽  
Student Performance ◽  
Oral Language ◽  
Standardized Test ◽  
Fourth Grade ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Language Patterns ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

A random sample of passages was drawn from standardized reading comprehension tests for fourth grade students. The number and types of language patterns found in the test passages were determined through a method of linguistic analysis. The patterns identified on the tests did not reflect the patterns used most frequently in the oral language of fourth grade children. When the test passages were rewritten using a larger percentage of high frequency oral language patterns, and administered to comparable groups of students, no significant difference in comprehension performance was observed between those students taking the revised test and those taking the intact standardized test passages.

scholarly journals Using Eye-Tracking Measures to Predict Reading Comprehension

2021 ◽  
Author(s):  
Diane Caroline Meziere ◽  
Lili Yu ◽  
Erik Reichle ◽  
Titus von der Malsburg ◽  
Genevieve McArthur
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Cognitive Skills ◽  
Common Good ◽  
Sentence Comprehension ◽  
Reading Speed ◽  
Task Demands ◽  
Wide Range ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Research on reading comprehension assessments suggests that they measure overlapping but not identical cognitive skills. In this paper, we examined the potential of eye-tracking as a tool for assessing reading comprehension. We administered three widely-used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment for Reading Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT-5), participants were given passages of text to read aloud, followed by comprehension questions. In the sentence comprehension subtest of the Wide Range Achievement Test (WRAT-4), participants were given sentences with a missing word to read silently, and had to provide the missing word (i.e., a cloze task). Results from linear models predicting comprehension scores from eye-tracking measures yielded different patterns of results between the three tests. Models with eye-tracking measures always explained significantly more variance compared to baseline models with only reading speed, with R-squared 4 times higher for the YARC, 3 times for the GORT, and 1.3 times for the WRAT. Importantly, despite some similarities between the tests, no common good predictor of comprehension could be identified across the tests. Overall, the results suggest that reading comprehension tests do not measure the same cognitive skills to the same extent, and that participants adapted their reading strategies to the tests’ varying task demands. Finally, this study suggests that eye-tracking may provide a useful alternative for measuring reading comprehension.

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