Constructing Diagnostic Reading Assessment Instruments for Low-Level Chinese as Second Language Learners

Autor/in	Yang, Shuyi
Titel	Constructing Diagnostic Reading Assessment Instruments for Low-Level Chinese as Second Language Learners
Quelle	In: Reading in a Foreign Language, 33 (2021) 2, S.212-237 (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Test Construction; Reading Tests; Diagnostic Tests; Mandarin Chinese; Second Language Learning; Second Language Instruction; Word Recognition; Difficulty Level; Reading Comprehension; Phonemes; Reading Difficulties; Prediction; Feedback (Response); Reading Instruction; Advanced Placement; College Students; Dictionaries; Language Proficiency; Vocabulary Skills; Scoring + Suchen Sie Ihr Suchwort? Testaufbau; Lesetest; Diagnostic test; Diagnostischer Test; Zweitsprachenerwerb; Fremdsprachenunterricht; Worterkennung; Schwierigkeitsgrad; Leseverstehen; Fonem; Reading difficulty; Leseschwierigkeit; Vorhersage; Leseunterricht; Collegestudent; Dictionary; Wörterbuch; Language skill; Language skills; Sprachkompetenz; Aktiver Wortschatz; Bewertung
Abstract	The present study investigated the applicability of word reading, word segmentation, and text reading as diagnostic tools to assess comprehension, detect struggling readers, and inform instruction for low-level Chinese as second language (L2) learners (n = 70). The results showed that the three instruments measured different dimensions of word recognition and predicted text comprehension. Text reading was the most robust indicator of comprehension and the most sensitive screener for weak readers. The diagnostic instruments provided interpretable feedback, located problems at specific areas, and evaluated instructional material difficulty level. The findings offer empirical support for the use of text reading for diagnostic purposes in Chinese low-level L2 reading instruction and suggest the importance of helping students develop word recognition skills. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01