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ERIC Number: ED354499
Record Type: Non-Journal
Publication Date: 1992-Dec
Pages: 32
Abstractor: N/A
Reference Count: N/A
Do First Language Writing and Second Language Reading Equal Second Language Reading Comprehension? An Assessment Dilemma.
Brisbois, Judith E.
A study focused on enhancing the validity of foreign language (L2) reading comprehension assessment measures. Subjects included 131 cadets (88 beginners and 43 non-beginners) enrolled in French courses at the United States Air Force Academy in Colorado Springs, Colorado. First language (L1) reading comprehension was measured using the comprehension portion of the Nelson-Denny Reading Test (NDRT) and the mean percentage score on three immediate timed written recall protocols. L1 writing ability, L2 vocabulary knowledge, L2 grammatical skill, and L2 reading comprehension also were measured. Six programs of hierarchical multiple regression were employed. Results indicated that: (1) means were higher for non-beginners than for beginners on all variables; (2) integrative tests such as the recall protocol provided a more sensitive measure of reading comprehension; (3) as reading skill increased, the more the sensitivity and enhanced discriminatory power of integrative tests came to the fore; (4) L2 vocabulary scores contributed more to the L2 reading scores than did the scores for any other independent variable for all subjects and for beginners versus non-beginners; and (5) unlike the regression models for beginners and non-beginners using NDRT comprehension scores, L1 reading skill (rather than L2 vocabulary knowledge) was the major contributor for both groups. Findings suggest that although the contribution of L1 writing ability to the scores on L2 reading tests appears to be slight, it should be taken into consideration when interpreting test scores. (Eight tables of data and 2 figures are included; 43 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 - Assessments and Surveys: Nelson Denny Reading Tests