Assessing reading skills
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Mahmudjonova Diyora
Group: 303 (B) Student: Mahmudjonova Diyora Seminar 4. ASSESSING READING SKILLS Reading is a receptive skill but readers need to be very active as they typically engage in twoprocesses: • Top-down processes by activating their background knowledge and/or contextualinformation to predict meaning and/or fill in gaps in their comprehension • Bottom-up processes whereby they process the visual input in the text, such as letters,words, sentences, to check their predictions Activity 1: What kind of reading skills is each of the above processes associated with? Match the following reading skills to top-down processes (A), bottom-up processes (B) or both (C). 1. identifying the sound/symbol correspondence in English, and its varieties [____A____] 2. inferring context and connections between ideas from writing [____C _] 3. recognizing “sight words” - common words that are read quickly and easily [____A____] 4. recognizing and interpreting culturally specific references in texts [____B__] 5. distinguishing between literal and implied meanings [_____C___] 6. recognizing cohesive devices and their function in signaling relationships in texts [______B__] 7. recognizing rhetorical conventions of writing [____C___] 8. recognizing the function of types of writing [_____A_] 9. recognizing what part of speech a word functions as and the systems of tense, agreement, and pluralization [___C___] 10. using reading skills (skimming, scanning, guessing meaning from context) to help in the interpretation of texts [____B__] A. top-down processes B. bottom-up processes C. both Familiarization with the CEFR levels. When assessing learners’ reading skills, the level of achievement we want to measure is typically related to one of the performance levels of the Common European Framework of Reference (CEFR). The CEFR describes what learners CAN DO in terms of reading and typically what text types they are expected to deal with at a given level. A good understanding the CEFR level descriptors thus will help you to locate both your learners and the reading texts you use in your classes in relation to the CEFR. First, you can familiarize with or revise each of the six main levels of the CEFR for Reading. Then you can see examples for how some of the CEFR levels are represented in actual tests of reading ability. Activity 2: Match the level descriptors containing CAN DO statements and the conditions, limitations (1 -6 with the appropriate CEFR level (A1, A2, B1, B2, C1, C2). When you finish, compare your answers with the key below.
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