NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED369033
Record Type: RIE
Publication Date: 1992-Dec
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Wholistic Assessment of Proficient Second Language Readers.
Chandler, Paul Michael
A study investigated the reading behaviors of proficient second language (L2) readers through their oral retellings. Subjects, 12 advanced English-as-a-Second-Language students who were native speakers of Spanish (10 from Spain, 2 from Central America), read two passages from a college-level expository text and gave two oral retellings which were then transcribed verbatim and analyzed. Various behaviors were used to relate readers' understanding of text, some text-dependent (main ideas/details and paraphrasing/summarization), others text-independent (intertextuality, verification, conclusions/predictions, critical assessment, and generalization), as well as several pragmatic/discourse features (pause mechanisms, backtracking/recycling, and language problem anomalies). Each retelling was assigned a richness rating for main ideas, supportive details, summarization, completeness, and coherence of message. Results indicated a fairly wide range of richness ratings. The amounts of idea units in the reading passages and the oral retellings were compared. Results indicated that all topics averaged similar amounts of recall. Findings suggest that passage length in studies of beginning and intermediate language learners should be examined to study readers' information processing abilities in a broad sense, since their performances may vary when there is more material to be processed into long term memory. (Three tables of data are included; a retelling assessment key and 21 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Expository Text; Reading Behavior; Retelling; Text Factors; Text Processing (Reading)
Note: Paper presented at the Annual Meeting of the National Reading Conference (42nd, San Antonio, TX, December 2-5, 1992).