Validity of Cloze as a reading comprehension assessment technique

Detalhes bibliográficos
Autor(a) principal: Santos, Acácia Aparecida Angeli dos
Data de Publicação: 2016
Outros Autores: Monteiro, Rebecca Magalhães
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos Interdisciplinares em Psicologia
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/eip/article/view/25124
Resumo: The Cloze test has been used as a measure of reading comprehension, through the replacement of some missing words in a text by the reader. This study explored validity evidence in two texts based on the Cloze’s technique by correlating them with the Writing Evaluation Scale - EAVE, as well as exploring the differences in Cloze’s score and the performance of students’ subgroups, stablished according to the EAVE’s score. The participants consisted of 92 children from a public school in the state of Sao Paulo with ages ranging from 7 to 10 years. The instruments used were two texts based on Cloze’s technique and the EAVE. The results indicated a high and significant correlation between the texts and the EAVE, showing convergence between the constructs. In addition, the students with poorly performing on EAVE obtained the lowest average in cloze.
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spelling Validity of Cloze as a reading comprehension assessment techniqueValidez del Cloze como técnica de evaluación de la comprensión de lecturaValidade do Cloze enquanto técnica de avaliação da compreensão de leituraReading ComprehensionWritingElementary SchoolPsychoeducational Assessment.Comprensión de LecturaEscrituraEducación PrimariaEvaluación Psicoeducativa.Compreensão de LeituraEscritaEnsino FundamentalAvaliação Psicoeducacional.The Cloze test has been used as a measure of reading comprehension, through the replacement of some missing words in a text by the reader. This study explored validity evidence in two texts based on the Cloze’s technique by correlating them with the Writing Evaluation Scale - EAVE, as well as exploring the differences in Cloze’s score and the performance of students’ subgroups, stablished according to the EAVE’s score. The participants consisted of 92 children from a public school in the state of Sao Paulo with ages ranging from 7 to 10 years. The instruments used were two texts based on Cloze’s technique and the EAVE. The results indicated a high and significant correlation between the texts and the EAVE, showing convergence between the constructs. In addition, the students with poorly performing on EAVE obtained the lowest average in cloze.La prueba Cloze ha sido usado como una medida de la comprensión lectora mediante la omisión de algunas palabras del texto, que deben ser completados por el lector. Este estudio buscó evidencias de validez de dos textos basados en la técnica de Cloze por medio de la correlación con la Escala de Evaluación de Escritura - EAVE, así mismo buscó explorar las diferencias en el desempeño en Cloze y el de subgrupos organizados en base a la puntuación EAVE. Los participantes fueron 92 niños procedentes de una escuela pública en el estado de Sao Paulo, con edad entre 7 y 10 años. Los instrumentos utilizados fueron dos textos de Cloze y de la puntuación EAVE. Los resultados indicaron una correlación moderada y significativa entre los textos Cloze y la EAVE evidenciando convergencia entre los constructos. Además, los estudiantes con bajo rendimiento en EAVE obtienen bajos rendimientos en Cloze.O Cloze tem sido usado como uma medida de compreensão de leitura pela omissão de algumas palavras de um texto, que devem ser completadas pelo leitor. Este trabalho buscou evidência de validade para dois textos baseados na técnica de Cloze por meio da correlação com a Escala de Avaliação da Escrita – EAVE, assim como procurou explorar as diferenças de desempenho no Cloze em subgrupos de alunos, formados com base na pontuação da EAVE. Participaram da pesquisa 92 crianças procedentes de uma escola pública do estado de São Paulo com idades entre 7 e 10 anos. Os instrumentos utilizados foram dois textos de Cloze e a EAVE. Os resultados indicaram uma correlação moderada e significativa entre os textos do Cloze e a EAVE evidenciando a convergência entre os construtos. Além disso, alunos com desempenho fraco na EAVE obtiveram baixo rendimento no Cloze.Universidade Estadual de Londrina2016-10-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/2512410.5433/2236-6407.2016v7n2p86Estudos Interdisciplinares em Psicologia; v. 7 n. 2 (2016); 86-1002236-6407reponame:Estudos Interdisciplinares em Psicologiainstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/25124/19801Copyright (c) 2016 Estudos Interdisciplinares em Psicologiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Acácia Aparecida Angeli dosMonteiro, Rebecca Magalhães2022-11-25T13:59:31Zoai:ojs.pkp.sfu.ca:article/25124Revistahttps://www.uel.br/revistas/uel/index.php/eipPUBhttps://www.uel.br/revistas/uel/index.php/eip/oai||revistaeip@uel.br2236-64072236-6407opendoar:2022-11-25T13:59:31Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Validity of Cloze as a reading comprehension assessment technique
Validez del Cloze como técnica de evaluación de la comprensión de lectura
Validade do Cloze enquanto técnica de avaliação da compreensão de leitura
title Validity of Cloze as a reading comprehension assessment technique
spellingShingle Validity of Cloze as a reading comprehension assessment technique
Santos, Acácia Aparecida Angeli dos
Reading Comprehension
Writing
Elementary School
Psychoeducational Assessment.
Comprensión de Lectura
Escritura
Educación Primaria
Evaluación Psicoeducativa.
Compreensão de Leitura
Escrita
Ensino Fundamental
Avaliação Psicoeducacional.
title_short Validity of Cloze as a reading comprehension assessment technique
title_full Validity of Cloze as a reading comprehension assessment technique
title_fullStr Validity of Cloze as a reading comprehension assessment technique
title_full_unstemmed Validity of Cloze as a reading comprehension assessment technique
title_sort Validity of Cloze as a reading comprehension assessment technique
author Santos, Acácia Aparecida Angeli dos
author_facet Santos, Acácia Aparecida Angeli dos
Monteiro, Rebecca Magalhães
author_role author
author2 Monteiro, Rebecca Magalhães
author2_role author
dc.contributor.author.fl_str_mv Santos, Acácia Aparecida Angeli dos
Monteiro, Rebecca Magalhães
dc.subject.por.fl_str_mv Reading Comprehension
Writing
Elementary School
Psychoeducational Assessment.
Comprensión de Lectura
Escritura
Educación Primaria
Evaluación Psicoeducativa.
Compreensão de Leitura
Escrita
Ensino Fundamental
Avaliação Psicoeducacional.
topic Reading Comprehension
Writing
Elementary School
Psychoeducational Assessment.
Comprensión de Lectura
Escritura
Educación Primaria
Evaluación Psicoeducativa.
Compreensão de Leitura
Escrita
Ensino Fundamental
Avaliação Psicoeducacional.
description The Cloze test has been used as a measure of reading comprehension, through the replacement of some missing words in a text by the reader. This study explored validity evidence in two texts based on the Cloze’s technique by correlating them with the Writing Evaluation Scale - EAVE, as well as exploring the differences in Cloze’s score and the performance of students’ subgroups, stablished according to the EAVE’s score. The participants consisted of 92 children from a public school in the state of Sao Paulo with ages ranging from 7 to 10 years. The instruments used were two texts based on Cloze’s technique and the EAVE. The results indicated a high and significant correlation between the texts and the EAVE, showing convergence between the constructs. In addition, the students with poorly performing on EAVE obtained the lowest average in cloze.
publishDate 2016
dc.date.none.fl_str_mv 2016-10-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/eip/article/view/25124
10.5433/2236-6407.2016v7n2p86
url https://ojs.uel.br/revistas/uel/index.php/eip/article/view/25124
identifier_str_mv 10.5433/2236-6407.2016v7n2p86
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/eip/article/view/25124/19801
dc.rights.driver.fl_str_mv Copyright (c) 2016 Estudos Interdisciplinares em Psicologia
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Estudos Interdisciplinares em Psicologia
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Estudos Interdisciplinares em Psicologia; v. 7 n. 2 (2016); 86-100
2236-6407
reponame:Estudos Interdisciplinares em Psicologia
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Estudos Interdisciplinares em Psicologia
collection Estudos Interdisciplinares em Psicologia
repository.name.fl_str_mv Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||revistaeip@uel.br
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