The cloze teste on the reading comprehension assessement

This research studied the psychometric properties of a reading comprehension test using the Cloze's technique. The participants were 612 freshmen undergraduate students whose task was to discover the omitted words. It was observed a good fit to a two parameter model of Item Response Theory. The...

Full description

Saved in:
Bibliographic Details
Published in:Psicologia, reflexão e crítica reflexão e crítica, 2002-09, Vol.15 (3), p.549
Main Author: Santos, Acácia A. Angeli dos
Format: Article
Language:Portuguese
Subjects:
Geral
Psicologia
Psicología
Psychology
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by
cites
container_end_page
container_issue 3
container_start_page 549
container_title Psicologia, reflexão e crítica
container_volume 15
creator Santos, Acácia A. Angeli dos
description This research studied the psychometric properties of a reading comprehension test using the Cloze's technique. The participants were 612 freshmen undergraduate students whose task was to discover the omitted words. It was observed a good fit to a two parameter model of Item Response Theory. The total score composed by the sum of the correct completions achieved high level of reliability (KR-20 = .84). Considering the item complexities, two groups were formed: one composed of very easy items, and the other with very complex ones. A parcel of item complexity was explained by the grammatical category of the word to be discovered (r= 0.62, p < 0.001). From the highest to the lowest difficulty level: adjectives, verbs, adverbs, nouns, pronouns, prepositions, articles were observed. The cognitive processes that could explain the differences in the difficulties correlated with grammatical categories were analized. Trough this analysis and trough Item Response Theory (IRT) the advances of item referenced interpretation in describing reading comprehension proficiency were discussed.
doi_str_mv 10.1590/S0102-79722002000300009
format article
fullrecord <record><control><sourceid>proquest_elibr</sourceid><recordid>TN_cdi_proquest_journals_1678096218</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>3673644031</sourcerecordid><originalsourceid>FETCH-LOGICAL-e508-e3f67ae6816846014e182d1c6b29a2e266b7567ed027ab37d413c0a6a19872213</originalsourceid><addsrcrecordid>eNo9T01PwzAMjRAgyuAnICpxLthJ6yRHmMaHVIkDvVdp67GOrRlNd-HXL2gI6VmW7Ofn94S4RbjHwsLDByDITFstJUAEqFhgT0SCpE2msVCnIvknnYvEICoNgHQhLkNYxyuttEqEqVacthv_w-nEYeLUD-kURyO7rh8-09ZvdyOveAh93LgQOGLLw3QlzpZuE_j6r89E9byo5q9Z-f7yNn8sMy7AZKyWpB2TQTI5AeaMRnbYUiOtkyyJGl2Q5i76cY3SXY6qBUcOrYnhUM3E3VF2N_rvfXRYr_1-HOLH-jcqWJJoIuvmyOJN34y-brz_CvWifEJQeUHqAAiuU44</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1678096218</pqid></control><display><type>article</type><title>The cloze teste on the reading comprehension assessement</title><source>Publicly Available Content Database</source><source>SciELO</source><creator>Santos, Acácia A. Angeli dos</creator><creatorcontrib>Santos, Acácia A. Angeli dos ; elibro, Corp</creatorcontrib><description>This research studied the psychometric properties of a reading comprehension test using the Cloze's technique. The participants were 612 freshmen undergraduate students whose task was to discover the omitted words. It was observed a good fit to a two parameter model of Item Response Theory. The total score composed by the sum of the correct completions achieved high level of reliability (KR-20 = .84). Considering the item complexities, two groups were formed: one composed of very easy items, and the other with very complex ones. A parcel of item complexity was explained by the grammatical category of the word to be discovered (r= 0.62, p &lt; 0.001). From the highest to the lowest difficulty level: adjectives, verbs, adverbs, nouns, pronouns, prepositions, articles were observed. The cognitive processes that could explain the differences in the difficulties correlated with grammatical categories were analized. Trough this analysis and trough Item Response Theory (IRT) the advances of item referenced interpretation in describing reading comprehension proficiency were discussed.</description><identifier>ISSN: 0102-7972</identifier><identifier>EISSN: 1678-7153</identifier><identifier>DOI: 10.1590/S0102-79722002000300009</identifier><identifier>OCLC: 811370016</identifier><identifier>LCCallNum: BF1 C648 2002</identifier><language>por</language><publisher>Puerto Alegre: Universidad Federal do Rio Grande do Sul</publisher><subject>Geral ; Psicologia ; Psicología ; Psychology</subject><ispartof>Psicologia, reflexão e crítica, 2002-09, Vol.15 (3), p.549</ispartof><rights>Copyright Universidade Federal do Rio Grande do Sul - Programa de Pós-Graduação em Psicologia 2002</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1678096218/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1678096218?pq-origsite=primo$$EHTML$$P50$$Gproquest$$Hfree_for_read</linktohtml><link.rule.ids>314,780,784,25753,27924,27925,37012,44590,75126</link.rule.ids></links><search><creatorcontrib>Santos, Acácia A. Angeli dos</creatorcontrib><creatorcontrib>elibro, Corp</creatorcontrib><title>The cloze teste on the reading comprehension assessement</title><title>Psicologia, reflexão e crítica</title><description>This research studied the psychometric properties of a reading comprehension test using the Cloze's technique. The participants were 612 freshmen undergraduate students whose task was to discover the omitted words. It was observed a good fit to a two parameter model of Item Response Theory. The total score composed by the sum of the correct completions achieved high level of reliability (KR-20 = .84). Considering the item complexities, two groups were formed: one composed of very easy items, and the other with very complex ones. A parcel of item complexity was explained by the grammatical category of the word to be discovered (r= 0.62, p &lt; 0.001). From the highest to the lowest difficulty level: adjectives, verbs, adverbs, nouns, pronouns, prepositions, articles were observed. The cognitive processes that could explain the differences in the difficulties correlated with grammatical categories were analized. Trough this analysis and trough Item Response Theory (IRT) the advances of item referenced interpretation in describing reading comprehension proficiency were discussed.</description><subject>Geral</subject><subject>Psicologia</subject><subject>Psicología</subject><subject>Psychology</subject><issn>0102-7972</issn><issn>1678-7153</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2002</creationdate><recordtype>article</recordtype><sourceid>PIMPY</sourceid><recordid>eNo9T01PwzAMjRAgyuAnICpxLthJ6yRHmMaHVIkDvVdp67GOrRlNd-HXL2gI6VmW7Ofn94S4RbjHwsLDByDITFstJUAEqFhgT0SCpE2msVCnIvknnYvEICoNgHQhLkNYxyuttEqEqVacthv_w-nEYeLUD-kURyO7rh8-09ZvdyOveAh93LgQOGLLw3QlzpZuE_j6r89E9byo5q9Z-f7yNn8sMy7AZKyWpB2TQTI5AeaMRnbYUiOtkyyJGl2Q5i76cY3SXY6qBUcOrYnhUM3E3VF2N_rvfXRYr_1-HOLH-jcqWJJoIuvmyOJN34y-brz_CvWifEJQeUHqAAiuU44</recordid><startdate>20020901</startdate><enddate>20020901</enddate><creator>Santos, Acácia A. Angeli dos</creator><general>Universidad Federal do Rio Grande do Sul</general><general>Springer Nature B.V</general><scope>3V.</scope><scope>7XB</scope><scope>88G</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>M2M</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>20020901</creationdate><title>The cloze teste on the reading comprehension assessement</title><author>Santos, Acácia A. Angeli dos</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e508-e3f67ae6816846014e182d1c6b29a2e266b7567ed027ab37d413c0a6a19872213</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>por</language><creationdate>2002</creationdate><topic>Geral</topic><topic>Psicologia</topic><topic>Psicología</topic><topic>Psychology</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Santos, Acácia A. Angeli dos</creatorcontrib><creatorcontrib>elibro, Corp</creatorcontrib><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Psychology Database (Alumni)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Psychology Database (ProQuest)</collection><collection>ProQuest research library</collection><collection>Research Library (Corporate)</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Psicologia, reflexão e crítica</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Santos, Acácia A. Angeli dos</au><aucorp>elibro, Corp</aucorp><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The cloze teste on the reading comprehension assessement</atitle><jtitle>Psicologia, reflexão e crítica</jtitle><date>2002-09-01</date><risdate>2002</risdate><volume>15</volume><issue>3</issue><spage>549</spage><pages>549-</pages><issn>0102-7972</issn><eissn>1678-7153</eissn><abstract>This research studied the psychometric properties of a reading comprehension test using the Cloze's technique. The participants were 612 freshmen undergraduate students whose task was to discover the omitted words. It was observed a good fit to a two parameter model of Item Response Theory. The total score composed by the sum of the correct completions achieved high level of reliability (KR-20 = .84). Considering the item complexities, two groups were formed: one composed of very easy items, and the other with very complex ones. A parcel of item complexity was explained by the grammatical category of the word to be discovered (r= 0.62, p &lt; 0.001). From the highest to the lowest difficulty level: adjectives, verbs, adverbs, nouns, pronouns, prepositions, articles were observed. The cognitive processes that could explain the differences in the difficulties correlated with grammatical categories were analized. Trough this analysis and trough Item Response Theory (IRT) the advances of item referenced interpretation in describing reading comprehension proficiency were discussed.</abstract><cop>Puerto Alegre</cop><pub>Universidad Federal do Rio Grande do Sul</pub><doi>10.1590/S0102-79722002000300009</doi><oclcid>811370016</oclcid><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 0102-7972
ispartof Psicologia, reflexão e crítica, 2002-09, Vol.15 (3), p.549
issn 0102-7972
1678-7153
language por
recordid cdi_proquest_journals_1678096218
source Publicly Available Content Database; SciELO
subjects Geral
Psicologia
Psicología
Psychology
title The cloze teste on the reading comprehension assessement
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-06T04%3A57%3A55IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_elibr&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20cloze%20teste%20on%20the%20reading%20comprehension%20assessement&rft.jtitle=Psicologia,%20reflexa%CC%83o%20e%20cri%CC%81tica&rft.au=Santos,%20Aca%CC%81cia%20A.%20Angeli%20dos&rft.aucorp=elibro,%20Corp&rft.date=2002-09-01&rft.volume=15&rft.issue=3&rft.spage=549&rft.pages=549-&rft.issn=0102-7972&rft.eissn=1678-7153&rft_id=info:doi/10.1590/S0102-79722002000300009&rft_dat=%3Cproquest_elibr%3E3673644031%3C/proquest_elibr%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-e508-e3f67ae6816846014e182d1c6b29a2e266b7567ed027ab37d413c0a6a19872213%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=1678096218&rft_id=info:pmid/&rfr_iscdi=true