Validity of Cloze as a reading comprehension assessment technique
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Data de Publicação: | 2016 |
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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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Estudos Interdisciplinares em Psicologia |
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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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1799306108259532800 |