Investigating the Role of Test Methods in Testing Reading Comprehension (eBook, PDF) - Kong, Jufang
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Produktbeschreibung
  • Produktdetails
  • Verlag: Springer Singapore
  • Erscheinungstermin: 27. März 2019
  • Englisch
  • ISBN-13: 9789811370212
  • Artikelnr.: 56820390
Autorenporträt
Inhaltsangabe

Part One Chapter One Introduction 1.1 Research Background 1.2 Research Focus 1.3 Book Structure 1.4 Summary Chapter Two Theories of Reading Comprehension 2.1 Nature of Reading Comprehension 2.1.1 Psycholinguistic Perspective of Reading Comprehension 2.1.2 Cognitive Perspective of Reading Comprehension 2.1.3 Processing Patterns of Reading Comprehension 2.1.3.1 Bottom-up Processing 2.1.3.2 Top-down Processing 2.1.3.3 Interactive Processing 2.2 Factors Involved in Reading Comprehension 2.2.1 Reader 2.2.2 Text 2.2.3 Interaction 2.2.3.1 Purpose of Reading Comprehension 2.2.3.2 Skills 2.2.3.3 Strategies and Metacognitive Strategies 2.3 Khalifa and Weir' Model of Reading Comprehension 2.4 Summary Chapter Three Construct and Validity 3.1 Construct 3.1.1 A Trait Theorist View 3.1.2 A Behaviourist View 3.1.3 An Interactionalist View 3.2 Validity 3.3 Validation 3.3.1 Messick's Validation Framework 3.3.2 Kane's Interpretive Argument Framework 3.3.3 Bachman and Palmer's AUA Framework 3.3.4 Campbell and Fiske's MTMM Approach 3.4 A Process-focused Construct Validation Framework 3.5 Summary Chapter Four Test Method and Response Format 4.1 Test Method 4.2 Response Format 4.2.1 Response Formats Most Commonly Used in Reading Comprehension Tests 4.2.1.1 MCQ Format 4.2.1.2 SAQ Format 4.2.2 Response Format Effect(s) on Test takers' Reading Comprehension Per-formances 4.3 Summary Chapter Five Methodology 5.1 Quantitative Approach 5.2 Qualitative Approach 5.3 Mixed Methods Approach 5.4 A Qualitative Dominant Mixed Methods Approach 5.5 Summary
Part Two Chapter Six Quantitative Strand 6.1 Research Design 6.1.1 Research Procedures 6.1.2 Participants 6.1.3 Research Instruments 6.2 Findings 6.2.1 Descriptive Statistics 6.2.1.1 Item Statistics 6.2.1.2 Passage Statistics 6.2.1.3 Total Score Statistics 6.2.2 Inferential Statistics 6.2.2.1 Paired-sample T-test 6.2.2.2 MTMM CFA 6.2.3 Summary of Findings 6.3 Summary Chapter Seven Employing Think Aloud Protocols (TAPs) to Explore Test takers' Cognitive Processes 7.1 TAPs Paradigm 7.1.1 Rationale and Concerns of TAPs 7.1.2 TAPs in Reading Research 7.1.3 TAPs in Language Testing and Assessment 7.2 Research Design 7.2.1 Research Procedures 7.2.1.1 Pilot Study 7.2.1.2 Formal Data Collection 7.2.1.3 TAPs Data Transcription and Coding 7.2.1.4 Cognitive Process Route Map 7.3 Findings 7.3.1 Test Level Analysis 7.3.2 Question Type Level Analysis 7.3.2.1 Question Type 1 TAPs Data Analysis 7.3.2.2 Question Type 2 TAPs Data Analysis 7.3.2.3 Question Type 3 TAPs Data Analysis 7.3.2.4 Question Type 4 TAPs Data Analysis 7.3.2.5 Question Type 5 TAPs Data Analysis 7.4 Summary of Findings 7.5 Summary Chapter Eight Employing Eye Tracking to Explore Test takers' Cognitive Processes 8.1 ET Paradigm 8.1.1 Rationale and Concerns of ET 8.1.2 ET in Reading Research 8.1.3 ET in Language Testing and Assessment 8.2 Research Design 8.2.1 Research Procedures 8.2.1.1 Research Instruments 8.2.1.2 Pilot Study 8.2.1.3 Participants 8.2.1.4 Formal Data Collection 8.3 Findings 8.3.1 Test Level Analysis 8.3.2 Question Type Level Analysis 8.3.2.1 Question Type 1 ET Data Analysis 8.3.2.2 Question Type 2 ET Data Analysis 8.3.2.3 Question Type 3 ET Data Analysis 8.3.2.4 Question Type 4 ET Data Analysis 8.3.2.5 Question Type 5 ET Data Analysis 8.4 Summary of the Findings 8.5 Summary Chapter Nine Conclusion and Future Directions 9.1 Major Findings 9.2 Implications 9.2.1 Test Validation 9.2.2 Construct of Reading Comprehension Competence 9.2.3 Reading Comprehension Test Development 9.2.4 TAPs in Research on Cognitive Processing 9.2.5 ET in Research on Language Testing and Assessment 9.3 Limitations 9.4 Future Directions 9.5 Summary