Method Effects on Reading Comprehension Test Performance: Text Structure
Hajar Ghafarpour*1, Dr. Mashallah Valikhani Dehaghani2 and Azam Mahmoodi3
Islamic Azad University, Dehaghan branch, Esfahan, Iran
*Corresponding author: Hajar Ghafarpour, E-mail: firstname.lastname@example.org
If tests are to provide accurate measures of the learners’ language ability, examiners must minimize the influence of intervening factors. According to Bachman and Palmer (2000), one of these intervening factors is text structure. The purpose of the present study is to investigate the effect of text structure on reading comprehension and also to investigate whether the influence of text structure differences differs for texts with different difficulty levels and learners with different proficiency levels. Tow texts, in cloze form, with two different text structures (descriptive and problem-solution) were given to 30 participants of two proficiency levels. The result indicated that text structure had a significant effect on the scores obtained, with the scores on descriptive texts being higher. The effect of different text structures was not significantly different for different proficiency levels. By paying more attention to these factors, examiners can enhance the validity of their tests.
[Hajar Ghafarpour, Dr. Mashallah Valikhani Dehaghani and Azam Mahmoodi. Method Effects on Reading Comprehension Test Performance: Text Structure. Life Sci J 2013;10(4s):436-441]. (ISSN: 1097-8135).http://www.lifesciencesite.com. 67
Key words: text structure, test method facets, reading comprehension