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Lesson 18

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125 views16 pages

Lesson 18

Uploaded by

Leslie Justine Celes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson 18

Testing Reading Skills


Learning Targets

At the end of this lesson, you are expected


to: types of reading and text comprehension
• describe the different
tests;

• determine the appropriate use of a reading test for a particular


competency; and

• construct varied types of reading and text comprehension


tests.
Introductio
n

Reading skills consists of a continuum of basic pre-


reading abilities to advanced reading competencies.
Learners must be taught to interact with printed materials
as they encounter varied forms of print media throughout
their life span. In assessing reading abilities, the language
teacher understands through the result the strengths and
weaknesses of the learners. At the elementary grade level,
it is crucial that reading skills developed on the bases of
the needs and concerns of the learners.
THINK

The assessment of reading skills at the elementary


level begins with the reading readiness up to text
comprehension. Expert (Harris, 1969; Madsen, 1983;
Hughes, 2003; Harmer, 2007; Nunan, 2015) suggested the
following guidelines in constructing reading tests.
1. Reading
Readiness Tests

To prepare the learners from nonreaders to


readers, they are taught essential skills and
are tested to lead them to succeed in
reading. These tests include:
a. Instant letter
recognition
Sample Test Items:
Test items involve the Put check ( ) in the blank to all words that
begin with letter A.
learners to recognize letter,
___ball ___apple ___cat ___ant ___Angel
shapes, letter names, the
Arrange the names alphabetically:
sequence of the letters in the
Dante Bert Chona Abby
alphabet, and identification of Edgar Greta Freida
upper and lower case manuscript
letters.
b. Phonological / Phonemic
awareness

Sample Test Items:


Test situations that measure phonological
awareness include the following:
It measures learners’ ability to 1. Tell me how many different sounds are there in the
following words:
recognize words as composed of
different sound components, including cat dog bed get ten

the understanding of phonemes 2. Say Yes if the two words I say have the same sound at
the end, like food and wood; Say No if they do not have
(smallest sound unit), syllables (part of same sound, like bed and foot. Let us begin:

a word), and rhyme (ending sound of sit – feet wing – then going – seeing

words similar to the end of another 3. I will say a word in a funny way. Then put the parts
together and say the whole word. For example, I say pen
word). – cil; tell me the whole word pencil.
c. Reading concepts

Sample Test Items:


What makes BET and BAT
Items in this test ask learners to
different?
recognize similarities and differences
of concepts, identifying initial, medial,
What word rhymes with
and final sounds, understanding
PAGE?
before and after concepts, recognizing
date cage
voiced and unvoiced sounds, blocked
wait break
and unblocked sounds, and vowels
and consonants. What letter comes
before/after H?
d. Word recognition

Sample Test Items:


Draw lines to match the word
Learners in this with the object int names.
test are asked to
determine sound – Ball
symbol
correspondence and Van
ready phonetically Flower
regular words
2. Reading
Comprehension
Test

This test measures the ability of the learners


to derive meaning from a
text/passage/selection read. This five
dimensions, as explained in Chapter 6, are
sources of the varied types of test items that
could be constructed. Items are mostly
presented in a multiple-choice type of test.
Skills tested include the following:
a. Literal questions

Examples:
(Reading what is Who are the characters in the story?
directly stated in the What happened when the boy
passage) – Questions released the bird?
whose answers are What crops do they grow in Mang
directly found in the Ramon’s farm?
selection What made Jonas cry?
b. Interpretative questions (Reading between the lines)

– Items require the learners to put together the information presented in


the selection to give a correct answer.
Question belonging to this category of comprehension include:
Getting main idea: What does the paragraph tell about air pollution?
Deriving meaning through context: After Mario answered, the teacher
commented. “You hit the nail on its head.” What does the teacher mean?
Sequence events: Based on the details presented in the story, arrange the
following events in the order in which they happened.
Inferring character traits: Based on the descriptions of Ana, which of the
following would appropriately describe her?
c. Applied / Integrative (Reading beyond the lines)

– Learners are asked questions whose answers are based on their ability
to make connections of the information read to their life experiences and
knowledge.

Inferential Question (Inferring meaning through context):

When a place is described as an orchid, what kind of place is it? The


place is –

A. Beautiful C. Progressive
B. Sweet – smelling D. Blooming
Direction: Study the mobile
3. Non-prose phone ownership among
Reading Tests Grade 6 pupils in Lal-lo
Elementary School. Then
answer the questions that
This group of tests uses charts, maps, follow.
product labels, signs and symbols, menus,
and other materials that use minimal words
to explain something They serve as stimulus
materials that serve as bases for learners to
answer literal, interpretative, and applied
questions presented in the multiple-choice
format.

Sample Non-propose Reading Test:


QUESTIONS:

1. Which grade has the most number of mobile phone owners?


Literal question

a. Grade 4 b. Grade 5 c. Grade 6

2. What does the graph tell about mobile phone ownership?


Inferential question
b. As grade level increases, mobile phone ownership increases.
c. As grade level increases, mobile phone ownership decreases.
d. As grade level increases, more females own mobile phones.
THANK YOU

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