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Reading Comprehension Tests : = Reading-to-write a Synthesis and Gap-filling.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Reading Comprehension Tests :/
其他題名:	Reading-to-write a Synthesis and Gap-filling.
作者:	Noor, Shagofah.
面頁冊數:	1 online resource (109 pages)
附註:	Source: Masters Abstracts International, Volume: 57-06.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9780438015708

Reading Comprehension Tests : = Reading-to-write a Synthesis and Gap-filling.
Noor, Shagofah.

Reading Comprehension Tests :Reading-to-write a Synthesis and Gap-filling. - 1 online resource (109 pages)

Source: Masters Abstracts International, Volume: 57-06.

Thesis (M.A.)--Northern Arizona University, 2018.

Includes bibliographical references

This study was conducted to evaluate a potential new way of assessing reading comprehension at the college level in Afghanistan. The way in which the assessment of reading comprehension was approached in the English Department of Herat University required change and updating. In this study, synthesis writing is evaluated to determine if reading-writing integration can help in assessing the reading comprehension of Afghan sophomore students. Furthermore, a gap-filling activity was used to examine if a cognitively less challenging activity can provide support (scaffolding) in completing a more complex task. Participants were divided into two groups. Gap-filling and reading-to-write-a-synthesis activities were presented in reverse order to the groups. A 2-by-2 mixed ANOVA was conducted to assess the main effects of task and group and the interaction effect between the two factors. Results of the study suggest the order of presentation affects the performance of participants in these two tests and, contrary to expectations, that presenting the reading-to-write-a-synthesis activity prior to the gap-filling activity may result in better performance on the more challenging reading-to-write-a-synthesis activity.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438015708Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

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504 $a Includes bibliographical references
520 $a This study was conducted to evaluate a potential new way of assessing reading comprehension at the college level in Afghanistan. The way in which the assessment of reading comprehension was approached in the English Department of Herat University required change and updating. In this study, synthesis writing is evaluated to determine if reading-writing integration can help in assessing the reading comprehension of Afghan sophomore students. Furthermore, a gap-filling activity was used to examine if a cognitively less challenging activity can provide support (scaffolding) in completing a more complex task. Participants were divided into two groups. Gap-filling and reading-to-write-a-synthesis activities were presented in reverse order to the groups. A 2-by-2 mixed ANOVA was conducted to assess the main effects of task and group and the interaction effect between the two factors. Results of the study suggest the order of presentation affects the performance of participants in these two tests and, contrary to expectations, that presenting the reading-to-write-a-synthesis activity prior to the gap-filling activity may result in better performance on the more challenging reading-to-write-a-synthesis activity.
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