Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Sign In to gain access to subscriptions and/or personal tools.
Language Testing
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Trites, L.
Right arrow Articles by McGroarty, M.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Reading to learn and reading to integrate: new tasks for reading comprehension tests?

Latricia Trites

Murray State University, latricia.trites{at}murraystate.edu

Mary McGroarty

Northern Arizona University

To address the concern that most traditional reading comprehension tests only measure basic comprehension, this study designed measures to assess more complex reading tasks: Reading to Learn and Reading to Integrate. The new measures were taken by 251 participants: 105 undergraduate native speakers of English, 106 undergraduate nonnative speakers, and 40 graduate nonnative speakers. The research subproblems included determination of the influence of overall basic reading comprehension level, native language background, medium of presentation, level of education, and computer familiarity on Reading to Learn and Reading to Integrate measures; and the relationships among measures of Basic Comprehension, Reading to Learn, and Reading to Integrate. Results revealed that native language background and level of education had a significant effect on performance on both experimental measures, while other independent variables did not. While all reading measures showed some correlation, Reading to Learn and Reading to Integrate had lower correlations with Basic Comprehension, suggesting a possible distinction between Basic Comprehension and the new measures.

Language Testing, Vol. 22, No. 2, 174-210 (2005)
DOI: 10.1191/0265532205lt299oa
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Language TestingHome page
Guoxing Yu
Reading to summarize in English and Chinese: A tale of two languages?
Language Testing, October 1, 2008; 25(4): 521 - 551.
[Abstract] [PDF]