Tripoli UniversityEnglish language department

(Post graduate)

Language Testing

Testing Reading Comprehension

Prepared by : Ahlam Alghrarri

Supervised by :

Dr. S. Balhoug

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Spring 2012

1.1 Introduction

Reading is one of the major skills involved in

language learning, usually conceived of a solitary

activity in which the reader interacts with the text

in isolation, and is a most important activity in any

language class, not only as source of information and

pleasurable activity, but also as a means of

consolidating and extending one`s knowledge of the

language; such reading presented to the student is

designed primarily to strengthen one`s control of the

oral /aural skills. Readings are generally based on

the grammatical structures and lexical items, and

content of the material is regarded as acquiring

culture by comprehending the content of the text.

Reading comprehension is the process of deriving

meaning from a connected text. It involves word

knowledge (vocabulary) as well as thinking and

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reasoning. Therefore, comprehension is not a passive

process, but an active one. The reader actively

engages with the text to construct meaning. This

active engagement includes making use of prior

knowledge. It involves drawing inferences from the

words and expressions that a writer uses to

communicate information, ideas and viewpoints, which

can be done by testing the reader his comprehension

that is what this paper will discuss.

1.2 What is reading?

It is one of main skills of language system and

divided as part of receptive skills which are reading

and listening. Reading is about understanding written

texts. It is a complex activity that involves both

perception and thought. Reading consists of two

related processes: word recognition and

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comprehension. Word recognition refers to the process

of perceiving how written symbols correspond to one’s

spoken language. Comprehension is the process of

making sense of words, sentences and connected text.

Readers typically make use of background knowledge,

vocabulary, grammatical knowledge, experience with

text and other strategies to help them understand

written text.

Learning to read is an important educational goal.

For both children and adults, the ability to read

opens up new worlds and opportunities. It enables us

to gain new knowledge, enjoy literature, and do

everyday things that are part and parcel of modern

life, such as, reading the newspapers, job listings,

instruction manuals, maps and so on, also have

different proposes such as : reading for information,

reading for research ,reading for summarizing,

reading for tests ,and reading for enjoyment.

(Bernhardt, 1991)

1.3 Types of reading

Since there are different purposes for reading, it

follows there are different types of reading:

1.3.1 Intensive reading:

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Intensive reading involves learners reading in detail

with specific learning aims of new words and tasks, is

more analytic and provides material for grammatical

study, for the acquisition of vocabulary and for

training in reading complete students for

comprehension.

1.3.2 Extensive reading:

The reading material is usually read at home and

asked to read many pages that are graded up to their

level of language proficiency in that target language

for enjoyment and reinforcement of previously learned

vocabulary and grammatical structures. Books used in

this type of reading stress the back ground and the

culture of the target language. This type of reading

is sometimes called supplementary reading because it

is supposed to supplement intensive reading.

1.3.3 Silent reading:

Silent reading is reading for comprehension. It is

described as silent because it is supposed to be

performed silently. Most of our reading, in fact, is

done silently. In consequence, silent reading is an

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important skill that has to be developed properly

through guidance and practice.

In addition, the teacher is expected to help students

develop their speed in silent reading. Such development

involves increasing the learner`s eye span, which is

the quantity of words a reader`s eye can catch from a

written line at one glance. (Alkhuli, 2006: 74-45)

Reading aloud is another type of reading that may

use in class on condition that it is employed

purposefully. Students may read aloud to give the

teacher chance to check their pronunciation, word

stresses, pauses, intonation and understanding.

The important part of language teaching, reading aloud

is the primary pivot connecting reading and oral

English training. Reading aloud fluently not only helps

to foster reading ability and basic skill, but helps to

improve oral expression.

Reading aloud itself is a skill that the teachers and

the students must grasp. The teacher should comprehend

the importance of reading aloud; have necessary

knowledge, technique and method; know how to guide the

students; be able to demonstrate; and be good at

finding out the students’ mistakes of reading, then

analyze and correct them. Meanwhile, the students

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should attach importance to pronunciation knowledge and

reading skill; have the patience and courage to read

aloud; and imitate the foreigner’s accent in class.

(Alkhuli, 2006: 77-78)

1.4 Reading Comprehension   Reading comprehension is the act of understanding

what you are reading. While the definition can be

simply stated the act is not simple to teach, learn or

practice. Reading comprehension is an intentional,

active, interactive process that occurs before, during

and after a person reads a particular piece of writing.(http://www.k12reader.com/what-is-reading-comprehension)

1.4.1 Testing Reading Comprehension

A common test of reading comprehension aims at

evaluating the student`s ability to grasp the meaning

and information offered in a passage perceived through

listening or reading. The passage has to be within the

student`s level. In other words, its words and

structures have to be familiar to students. The

answering should be in foreign language of foreign

language questions on a section of discourse, it is

often possible to answer the questions on the text from

the text itself without knowing the meaning of a number

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lexical item, but it is necessary to understand the

original passage in order to be able to render it

accurately in the native language, since the ''Perfect

translation'' exists in the mind of the translator ,as

in the mind of the examiner ,without there being any

perfect match between the two. This kind of test is

suitable for advanced classes, where translation as

craft is studied, practiced and the students learn to

understand better the potential of their native

language as well as that of their new language.

(Rivers, 1981:362)

1.4.2 Objectives of testing reading

comprehension

It is important to get objectives during testingreading comprehension to recognize the examinees'involve with the text, the objectives of testingreading comprehension are: 

a- Identifying an overall meaning of the

passage ,almost every reading passage on test reading

comprehension will have question about the main idea of

a passage such question in a variety of ways : may for

example be asked to identify the

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topic ,subject ,title ,priming idea or main idea .

These questions are all really asking what primary

point the author is trying to get across in the

passage.

b- Recognizing new vocabulary from the reading passage

and practicing to determine the meaning of difficult

words or expressions that the examinees don’t know, and

may expect to find in multi-choices. c- Determining context of situation, where and when the

passage is found, the answer choices will list possible

location and time for that information.

d- Helping to present cultural information to the

students’ of non-native language. Some books may

contain references to situations, objects and

experiences that are unfamiliar to non-native

speakers.

e- Assessing for both children and adults, native and

non-native speakers, their background knowledge which

using variety level of a text, not texts constructed

to illustrate specific vocabulary or word forms. It

is also important to use a variety of authentic

texts, including both information texts and narrative

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or story texts in attempt to read in the foreign

language.

f- Having an idea about the author `s attitude or the

message he want to express on the passage, if he is

pleasant or angry, optimistic or pessimistic...etc

g- Challenging with the time, since the test have

certain duration. The student needs to be read,

understand, and answer before the time of the test

finish. (Hughes ,2003:136-140)

1.5 Selection of the Test Passages

Harris( 1969) points out the selection o the test passages as the following :

1.5.1 Length:

Choose passages of appropriate length between 100and250 words, specified length will normally varyaccording to the level of the candidates and should bekept brief.

1.5.2 Subject Matter:

Is the passage from a report? A short story? Is itopinionated or factual? Before the actual passage isalways a sentence or two about where the passage isfrom or who it is written by. Don't skip thisinformation. This sentence will give you a feelingfor what you are about to read.

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Choose a passage that will interest your examinees,and which is also clear and meaningful when taken outof context, and does not require subject-matterinformation to be fully comprehended. ( Harris, 1969,60)

1.5.3 Style and Treatment of Subject:

The reading text should generally include materialsof different types and styles, the test writer willlearn that literary excellence of paragraphs is notin itself a guarantee of its suitability as a testpassage. Paragraphs that make just one clear, directpoint, for instance, seldom make suitable passagesfor testing purposes, in as much as they don’t yielda sufficient number of test items feel for what youare about to read. Such paragraphs may include: dealing chronologicallywith a series of events .B) comparing or contrast twoor more people, objects or events. C) presenting anauthor`s individualistic opinion on a familiar subject.

1.5.4 Language:

The passages in a reading test should approximatematerials which the examinees are likely to encounterwhen they put their English into use, the test writermust always set realistic tasks for his testpopulation, which consist, after all of the learners ofa foreign language .Therefore, passages that containdifficult lexical items and\or complex syntacticalstructures may have to be adapted somewhat to bringthem within reaching at least the more proficientcandidates. (Harris, 1969, 61)

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1.6 Written items selection

Successful choice of texts depends ultimately onexperience, judgment, and a certain amount of commonsense. Clearly these are not qualities that a handbookcan provide; practice is necessary. The aim must be towrite items that will measure the ability in which weare interested, that will elicit reliable behavior fromcandidates, and that will permit highly reliablescoring.

1-The vocabulary and syntax of the items should bekept as simple as possible, to avoid themisinterpretation of the passage, not of the questionsthat are asked about it.

2-Avoid texts made up of information that may be partof candidate`s general knowledge. It may difficult notto write items to which correct responses are availableto some candidates without reading the passage.

3-Selection of the correct answer should involveinterpretation of the passage, not merely matching thewords in the choices with the same words in theparagraph. 4-If the questions require answering which may belocated in strict sequence through the passage,students in this case can not answering them by beingable to identify the following question, they may beable to answer many questions in isolation, even thoughthey have not understood of the idea of the passage.

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5- Assuming that it is only reading ability that isbeing tested, do not choose texts that are tooculturally laden.

6- Be prepared to make minor changes to the text to improve an item. (Harris, 1969, 58-60)

1.7 Reading Comprehension Test Strategies

With the push for public\private schools to improvereading proficiency, reading comprehension has becomea primary focus of educators. By providing multipleopportunities to practice through the year, thefollowing strategies can ensure that students aresuccessful on reading comprehension tests.

A-Finding Main Idea

A test question about the main idea may ask astudent what a reading passage is mostly or mainlyabout. It may also ask to choose the best title for areading passage. The title that tells the main ideaof the whole passage is going to be the best choice.Students should ask themselves what the readingpassage is about.

B-Recalling Facts and Details

Test questions about facts and details ask studentssomething specific that has happened in a readingpassage and will also ask who, what or why questions.Paying very close attention to the events of thestory and the order in which they happened will helpwith this strategy.

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C-Understanding Sequence

Test questions regarding sequence will ask whencertain things happened and require students to putspecific events from the reading passage in order.Scholastic Inc. explains that words such as first,second, last, before, or after will appear in thepassage.

D-Recognizing Cause and Effect

Cause and effect questions ask what happened and whysomething happened. When the text uses words such asbecause, why, reason or what happened, this signalscause and effect.

E-Making Predictions

Prediction questions ask students to make a goodguess about what will happen next in a readingpassage. These questions usually contain words likepredict, probably or most likely.

F-Find Word Meaning in Context

Because some words have more than one meaning, therewill be questions that ask you the meaning a wordused in a reading passage. A test question often hasseveral answer choices. Try each answer choice in thesentence where the word appears, and choose the onethat makes the most sense in the reading passage.

G-Identifying Author's Purpose

Author's purpose questions ask students the reasonan author wrote a particular passage. Some questionswill ask about the entire passage, and others willask about a specific paragraph.

H-Making Inferences

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When asked to make an inference, students need tofigure something out that a reading passage does notexplicitly state. These questions often contain thewords you can tell, determine or conclude.

I-Summarizing

A test question about summarizing may ask you tochoose the best summary of a reading passage. Youwill not find the answers to these questions in thereading passage. Students will need to think aboutthe most important ideas to find the best summary.

( http://www.ehow.com/list_6403691_reading-comprehension-test strategies.html)

1.8 Techniques of Reading Comprehension Tests

Reading comprehension tests may take several forms oftechniques:

1.8.1 Questions:

The passage is followed by written questions thatrequire written answers. However, it must be noticedthat such a test does not measure the comprehensionability only, but the expression ability as well.

Ex: How long did it take them to load the boat? Why did Miss Hughes say: ''News travelsquickly''? What happened to Helen when the taxi ran into thecar?

1.8.2 Multiple Choices:

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Reading comprehension alone is more valid byselection of the correct answer from multiple choiceitems; the student shows ability to comprehend not onlythe reading passage, but also the fine distinctionsbetween the choices offered, and to recognize thecorrect answer from several alternatives.( Hughes ,2003:75)

Ex: Choose A, B, C or D for correct answer.1/ this story is about a man who A. did not like his nephew B. did not want to meet his nephew C. was not able to meet his nephew D. Wanted to spend a quit holiday in the country

1.8.3 True –False:

Test requires determining whether a certain statementis true or false according to the comprehensionpassage. If the best is to be made more difficult, thestudent is also required to consider if the statementundetermined, which means that the passage does notsupply the reader with information adequate to decidethe truth or falsity of a specific statement. Anothervariety of this test demands the correction of thestatement if it is a false one.

Ex: Say whether the following statements are true orfalse.

a. The postman had almost finished his day`s work ()b. Sam`s daughter was on holiday in Australia ( )

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c. Her grandchildren often used to come to see her ( )d. Dr.Stone had never been board ( )e. The postman soon found out that the boy had hurt hisleg ( )

(Donn Byrne, Intermediate comprehension passages, P117)

1.8.4 Gap Filling:

Sentences related to the comprehension passage arepresented with some words missing. Students are askedto fill in the spaces according to the informationoffered in the passage. The missing words are to be ofcontent or factual nature and sometimes grammaticalwords, since the purpose of the test understanding thecontent with mastering grammar.

Ex: Complete the missing words, which are based on theparagraph below.

Many universities in Europe used to insist that

their students speak and write only ــــــــــــــــــــــــــــــ. Now many of themaccept ــــــــــــــــــــــــــ as an alternative, but not a ــــــــــــــــــــــــــــــــ of the two. Ex: Now complete the following sentences by choosing a suitable verb form.

Burn – chase – steal – make – swim –come –play

1.I can hear someone ………up the stairs .2. we saw several people ……..in the lake .3.I think I can smell something …….in the kitchen .

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4. The children watched their mother …… a cake.5. Just look at that cat …... The birds. 6. The librarian caught a boy ……books from the library.7. Can you imagine him …….the part of Hamlet?

(Donn Byrne ,Intermediate comprehension passages ,P85)

1.8.5 Pairing:

Two lists of indicates are given in the form ofclauses, phrases or words. The student is supposed tochoose and match with each incident in the first listanother incident in the second list which is mostassociated with it. Of course, the listed incidents aretaken from the comprehension passage.

Ex: Match a line in column A with a line in column B

A BThey must be tired She can't stand him You can`t be hungry It`s after ten o`clock She must be Scottish With a surname like

McLenzie You must be feel very relaxed

It so dangerous

She can`t enjoy hang-gliding

No one buys two Rolls Royces!

They must be know each other well

After your holiday

He can`t coming After such a huge meal They can't be getting married

They have been traveling all night

He can`t be Scottish With name like Heinrich

(Intermediate (work book) Headway Liz &JohnSoars: P54)

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Ex: Find the word or phrase that is closest inmeaning to the opposite of each word in the left-handcolumn. Write the letter in the blank

physical (a) not an integral part .1ــــــــــــــــــــــmigration (b) stay the same .2ــــــــــــــــــــــadapt (c) die .3ــــــــــــــــــــinherent (d) staying in one place .4ــــــــــــــــــــsurvive (e) mental .5ــــــــــــــــــــ(TOFEL Prep. P14)

1.8.6 Ordering:

A list of statements is given to the student, whoshould arrange those statements in the order of theiroccurrence according to the chronological facts of thecomprehension passage.

Ex: Put the words in order to make correct sentences.

Called \I \ I`m \sorry \ wasn’t \ when \ you

1.9 Conclusion

Reading is a skill that will empower everyone who

learns it. They will be able to benefit from the

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store of knowledge in printed materials and

ultimately, to contribute to that knowledge. Good

teaching enables students to learn to read and read

to learn.

Text comprehension is usually assessed through

questions. Questions should focus on main ideas and

viewpoints, not minor details. These are called

higher order questions. Methods of assessment vary

with the types of responses students make to the

questions. The students’ responses can be spoken or

written. Written responses can be in the form of a

multiple-choice response, short answers or extended

pieces of writing. Materials used for testing reading

should ideally be authentic, and reflect the type of

reading normally encountered in daily life. Using

reading comprehension test to find out how well

students are reading, also how to help them read

better, with choosing a method of test appropriate

for the level and type of the student.

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1-10 Sample of Reading Comprehension Test

Read the passage carefully and answer the following questions:

The nature of the family varies widely from culture toculture. In some societies, family members tend to stayin close proximity to their kin, never moving more than a fewmiles away from the ancestral home. In other places, whilethe members of one generation may all live near oneanother, their descendants in the next generation scatterwidely. In such a case, it’s difficult to maintain thesame family cohesion enjoyed by those who live closetogether. Sometimes marriage can govern family structure;for example, there may be strict traditions requiring anew bride to leave her paternal home and siblings to move inwith her new husband’s family. Such traditions arefollowed, even by young couples who don’t like them,because going against them is likely to result in theloss of inheritance. Whatever one’s own sentiments about familystructure, it is important to recognize that oneculture’s family system is as legitimate as another’s.

(Questions )

1. Which of the following best states the main idea of this passage?a. Different family systems can be found worldwide, but eachone deserves respect.

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b. Societies in which children move far away from their parents are not very cohesive.c. Although some societies still require a wife to move in with her husband’s family, this tradition is dying out.d. The most important factor in family happiness is close proximity to your relatives.

2. According to this reading, which family system is most common?a. Members of a family living in the same community.b. Family members spreading out and living in various cities.c. Young couples living with the man’s parents.d. It is impossible to tell from this reading.

( Paring ) Find the words or phrases that are closest inmeaning to each word in the left-hand column, withwriting the letter in the blank.

ancestral (a) fatherly .1ــــــــــــــــــــــــــ.descendants (b) children, grandchildren, etc .2ــــــــــــــــــــــــlegitimate (c) what one thinks or feels .3ــــــــــــــــــــــــpaternal (d) acceptable and right .4ــــــــــــــــــــــــsentiments (e) related to earlier generations .5ــــــــــــــــــــــــ

(Gap filling)

Complete each sentence by filling in the blank with the best word from the list; change the form of the word if necessary. Use each word only once.

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cohesion inheritance kin proximity siblings

1. You can’t expect to have family __________ if the membersdon’t respecteach other.2. In our family, the __________ who are closest in age getalong the best.3. If someone dies without a will, the possessions usuallygo to the nextof __________.4. Medical bills in his last year greatly reduced the__________ going toTom’s wife.5. Legally, parents have the same __________ of relationshipto anadopted child as to their biological children.

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References

-Alkhuli , M .(2006) . Methods of Teaching English . DarAlFalah :Jordan .

-Bernhardt, E.B. (1991). Reading development in a secondlanguage: theoretical, empirical, and classroom perspectives.Norwood, NJ: Ablex

-Byrne ,D , (1971) .Intermediate Comprehension Passages .Longman Group : London. -Davies ,A , (1990) . Language Testing Symposium . London:Oxford University Press .

-Harris .D. P ,(1969). Testing English as a SecondLanguage .Georgetown Univ. ,McGraw-Hill :US .

-Hughes , A. (1989,2003). Testing for language Teachers .UK:Cambridge University Press .

- Nunan, D.H. (1998 ). Language Teaching Methodology(text book for teacher), Redwood :UK.

- Rivers ,W , (1981) .Teaching foreign language skills .Chicco Press .

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Websites

- http://www.ehow.com/list_6403691_reading-comprehension-test strategies.html#ixzz1p0gQ1igB - 13\03\2012 05:40pm

-http://www.studybeans.com/sat/reading_comprehension.html- 13\03\2012 03:05pm

-http://www.k12reader.com/what-is-reading-comprehension/ - 14\03\2012 - 09:33pm

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