Assessing reading skills

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.

	The Candidate CAN understand	Conditions, limitations	CEFR level?
1.	Straightforward factual texts on subjects related to my filed of interest. Everyday material, e.g. letters, brochures and short official documents. Straightforward newspaper articles on familiar subjects and descriptions of events. Clearly written argumentative texts. Personal letters expressing feelings and wished. Clearly written, straightforward instructions for piece of equipment.	Ability to identify main conclusions and follow argument restricted to straightforward texts.	B1
2.	Texts on familiar, concrete matters. Short, simple texts e.g. routine personal and business letters and faxes, most everyday signs and notices, Yellow Pages, advertisements.	Restricted mainly to common everyday language and language related to his/her job.	A2
3.	Wide range of long and complex texts – practically all forms of written language. Abstract structurally complex or highly colloquial literary and non-literary writings.	Few limitations – can understand and interpret practically all forms of written language. Very unusual or archaic vocabulary and phrases may be unknown but will rarely impair understanding.	C1
4.	Wide range of long, complex texts from social, professional or academic life. Complex instructions on a new, unfamiliar machine or procedure outside my area.	Understanding of details of complex texts usually only if difficult sections are re-read. Occasional use of dictionary.	C2
5.	Very short, simple texts, typically short, simple descriptions, especially if they contain pictures. Short, simple written instructions e. g. short simple postcards, simple notices.	Single phrase at a time, re-reading part of the text.	A1
6.	Correspondence relating to my field of interest. Longer texts, including specialized articles outside my filed and highly specialized sources within his/her field. Articles and reports on contemporary problems with particular viewpoints.	Range and types of text only a minor limitation – can read different types of text at different speeds and in different ways according to purpose and type. Dictionary required for more specialized or unfamiliar texts.	B2