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

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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=Fbd8fee6a58e644c798ab00d8e465035amdcd97312e2804028a4a4f0cdac704ed0m3fc0523f5b964f30b8956ba9c042cf77m

Lecture’s objectives: -This specific chapter will discuss: -Genres and types of reading. -Tasks that can be used to assess reading.

Reading Strategies Bottom up strategies: for processing separate letters, words, and phrases. Top-down strategies: for comprehension The 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

Basic types(genres) of reading: There are three types or genres of reading p,186 1.Academic reading (examples) 2.Personal reading (examples) 3.Job-related reading (examples) identifying the genres will help readers apply certain schemata to extract the meaning. Example ( Reading a recipe: page:187)

.Micro and Macro skills of Reading Micro skills Macro skills More micro and macro skills on page:188 will provide you with possibilities for objectives in the assessment of reading comprehension.

Some Principal Strategies for Reading Comprehension Page: 188

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,

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.

Designing assessment tasks Once you have determined objectives, your next step is to design the tasks. *Receptive reading: (p, 190-193) Reading a loud \ Written response \ Multiple-choice\ Picture –cued items *Selective reading: (p, 194-201) Multiple-choice\ Matching tasks\ Editing tasks\ Pictures-cured tasks\ Gap filling tasks.

* 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, 212-215) Skimming tasks\ Summarizing and responding\ Note taking and outlining

Your task: Prepare one assessment reading task that reflects the receptive type of reading.