Reading Assessment for Adult ELS Learners - Essay Example

Running head: READING ASSESSMENT FOR ADULT ELS LEARNERS Reading Assessment for Adult ELS Learners Reading is one of the most difficult of all abilities. It is often the case that teachers, teacher trainers, and materials writers do not refer to research studies to support practices that they have seen "work for them" informally. Process and product of reading is affected by the reader's background and subject knowledge, their cultural knowledge and knowledge of language in which the target texts are written. It not only includes phonological, orthographic, morphological, syntactic and Semantic information but also includes discourse level knowledge, including text organization and cohesion, text types and associated conventions. There is certainly a need to recognize practitioner knowledge, good teaching ideas, and positive instructional outcomes. The reasons to look for reliable evidence in support of instructional practices are to minimize some of the negative consequences of informal practitioner lore and be more effective in helping students develop as readers. This paper presents a synthesis of research on the nature of reading. In so doing, it suggests a number of ways in which our understanding of reading can be progressed and tries to highlight some important ways to test instructional practices and search for more effective outcomes. It has also examined unique aspects of processing for second language reading. From this foundation of research, the paper then explores issues that concern second language reading assessment. Reading Assessment for Adult ELS Learners Introduction There is lack of agreement among the specialist for definitions of reading. Some of available definitions for reading are development of set of habits and mastery of mechanics, ability to get fact from printed page and ability to carry on the varied and complex processes which we commonly associate with thinking (Traxler, 1944). Many specialist prefer last view of reading because it covers not only testing of reading habits and skill in obtaining facts from printed matter but also includes the appraisal of ability to comprehend all types of reading material to form judgments, to appreciate literary quality, to apply generalization and to perform various kind of mental activity characteristic of all fields (Traxler, 1944). Difficulties of learning Becoming informed about difficulties for different for L2 students can assist all of us in interpreting reading research and the many assertions made about effective reading instruction, recognizing the particular demands of L2 reading and investigating pertinent concerns in our own classrooms (Grabe & stoller, 2002). An investigation was carried out of the level of agreement on the identification of selected reading sub skills, relationship between these sub skills in terms of perceived difficulty. A summary of uniqueness estimates from within-day and across-day matrixes that result from cross validation by items in the entire sample of 988 examinees is done. It seems reasonable to prefer cross validation by items only. Sampling variation in sets of items drawn from the eight populations of comprehension skills was of chief concern in this study (Davis, 1968). Different Skills considered were recalling word meanings (35), drawing inferences about the meaning of a word from context (-1), finding answers to questions answered explicitly or in paraphrase (13), weaving together ideas in the content (5), drawing inferences from the content (23), recognizing a writer's purpose, attitude, tone and mood (14), identifying a writer's techniques (8) and following structure of passage (15). It was noted that drawing inferences about the meaning of a word from context percentages is slightly negative (-1); presumably this is a chance deviation from a true percentage close to zero. The largest percentages of unique variance occur in the case of memory for word meanings (35). The data indicate that about 32 per cent of the non-error variance of this skill is not involved in any of the other seven comprehension skills used in this study. The second largest percentages of unique variance occur in the case of drawing inferences from the content (23). About twenty per cent of the non-error variance of this mental operation is not involved in any of the other seven comprehension skills measured in this study (Davis, 1968). Teachers for ELS learners need to be sure that students use proper preceding strategies and carefully plan lessons to achieve desired results (Grabe, 2004). Systematic and carefully planned learning exercises that are appropriate in level of difficulty for each pupil should be provided. If student have background knowledge of text to read, it help them to understand topic properly. Text knowledge vary from individual to individual depend on their culture and formal schemata. Make pupils familiar with the meaning of as many words as possible. Title, introduction, conclusion and variety of other visual text help students to anticipate the content of text. They may be based on field trips, visual aids (such as slides, motion pictures, and television), written and oral compositions, discussions of books and readings required in various school subjects, and a graded series of passages that introduce the most generally useful words in appropriate contexts (Grabe, 2000). A purpose for reading is very important to identify main idea and to find particular detail. It helps them to adjust language level of text, their reading strategies and expectations accordingly (Aebersold, 1991). Encourage pupils to draw inferences from what they read and to do this accurately. Although the data suggest that weaving ideas together and getting the central thought of a passage are subsidiary steps to drawing inferences, they should probably be taught and practiced separately. Students who have lower levels of language proficiency can activate schemata and build knowledge with help of preceding activities. Different strategies have to be used by teachers to make sure proper understanding among students whose vocabulary and grammar are poor (Alderson, 2000). Again lessons also have to be planned according to several overreaching concepts. It includes varied activities in terms of senses or modes like oral, aural, visual, tactile etc. Supervised practice should be provided for pupils in Following the structure of a passage, Finding answers to questions answered explicitly or in paraphrase in the material read and Recognizing an author's attitude, tone, mood, and purpose (Davis, 1968). Guidelines There are general guidelines for reading teaching and curricula (Grabe, 2000). Content provide motivation and integration reinforces learning, so reading should be in context of content centered integrated skills (Grabe, 1991). Additional instruction such as range of skills and strategies (e.g., recognition exercises, timed reading, and vocabulary learning strategies) should be provided in reading lab outside of the content-centered course (Grabe, 2000). Sustained silent reading should be encouraged to build fluency (automaticity), confidence, and appreciation of reading (Grabe, 2004). reading lessons should be planned in a pre-, during, and post reading framework in order to build background knowledge, practice reading skills within the reading texts themselves, and engage in comprehension instruction (Grabe, 2000). Depend on group and goals, specific skills and strategies should be given high priority and practiced consistently. The particular skills and strategies to be stressed depend on the educational contexts, student needs, and teaching objectives (Grabe, 2004). Group work and cooperative learning should be used regularly to promote discussions of the readings and to work with information from the readings, exploring different solutions for complex activities (Grabe, 2000). Students should be encouraged to read longer texts so as to get confidence. Longer concentrated periods of silent reading build vocabulary and structural awareness, develop automaticity, enhance background knowledge, improve comprehension skills, and promote confidence and motivation (Alderson, 2000). Teachers may keep record of points brought out when students discuss text read and note their reactions and interpretation (Grabe, 2000). Conclusion This paper outlines a view of reading that is well supported by current research and is compatible with L2 reading research of the past decade. Beginning from discussion of purposes for reading and extended definition of reading comprehension, it describes current research views on reading comprehension while also providing explanations that will have real implications for instructional contexts. It has also developed an account that focuses on individual reader processing. This emphasis on individual processes is not intended to deny the relevance of social factors on reading development (e.g. family literacy experiences, primary schooling, and peer and sibling interaction around literacy events) or the relevance of social contexts on purpose and processes them. Rather, intention is to highlight information that is not well known among reading teachers, and raise awareness of issues that curriculum planners and teachers should consider if reading instruction is to be appropriate for student needs and institutional expectations. References 1. Aebersold (1991). From reader to reading teacher- preparing to read.P-64-95. 2. Alderson (2000). Assessing reading- The nature of reading. p-1-31. 3. Alderson (2000). Assessing reading- variables that affect the nature of reading. p-32-85. 4. Davis Frederick B. (summer, 1968). Research in Comprehension in Reading- Reading Research Quarterly, Vol. 3, No. 4. , pp. 499-545. 5. Grabe William (autumn, 1991). Current Developments in Second Language Reading Research-TESOL Quarterly, Vol. 25, No. 3. , pp. 375-406. 6. Grabe William (2000). Reading research and its implications for reading assessment. p-226-262 7. Grabe William (2000). The nature of reading abilities. p-9-39 8. Grabe William (2004). Research on reading. p-44-69 9. Grabe William, Stoller Fredricka (2002). Teaching and researching reading. p- 41-63. 10. Traxler Arthur E. (Oct. 1944). Problems of Measurement of Reading Ability- The School Review, Vol. 52, No. 8. , pp. 493-495. Read More