NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ928422
Record Type: Journal
Publication Date: 2011-May
Pages: 17
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-0141-0423
Measuring College Students' Reading Comprehension Ability Using Cloze Tests
Williams, Rihana Shiri; Ari, Omer; Santamaria, Carmen Nicole
Journal of Research in Reading, v34 n2 p215-231 May 2011
Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post-secondary students (e.g. struggling and non-struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open-ended) was compared in order to identify the test format that contributes greater variance in reading comprehension. One hundred participants were recruited from students enrolled in a preparatory course for a high-stakes statewide reading examination. Our results suggest that all three measures have good concurrent validity. There was no evidence that open-ended cloze performance was more related to verbal ability than any other reading measure. Maze performance did the best job at discriminating between our struggling and non-struggling readers. Implications for reading comprehension assessment in post secondary-aged adults are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A