What is it about?
This study explores what question type is the most effective for measuring the general comprehension of graded readers through an item discrimination analysis. Each question item was categorized based on its narrative structure and the results showed that questions involving the relationship between characters or events were the most effective ones.
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Why is it important?
With the growing prevalence of graded readers in the ESL/EFL classroom, it is important to offer students a way to confirm their understanding of the books they read and teachers a means to monitor the students' progress in their reading. Though general comprehension quizzes in open-source platforms such as MReader abound, the quality of these quizzes vary. This study sheds light on what question types work best for measuring the general comprehension of graded readers.
Perspectives
This study should be most useful to language teachers who want to integrate or expand extensive reading in the L2 classroom.
Dr. Kris Ramonda
Kansai University
This article will interest teachers who are interested in how question types relate to comprehension levels with respect to reading narrative texts. The question types in this article make it easy to write a short quiz that determines whether a learner has completed a first reading of a story.
Dr. Paul Sevigny
Ritsumeikan Asia Pacific University
Read the Original
This page is a summary of: Graded reader comprehension questions and item discrimination analysis, ELT Journal, February 2019, Oxford University Press (OUP),
DOI: 10.1093/elt/ccy062.
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