Effects of subskills and text types of Korean EFL reading scores

dc.contributor.advisor Brown, James D.
dc.contributor.author Shin, Sunyoung en_US
dc.contributor.department University of Hawaii at Manoa. Department of Second Language Studies. en_US
dc.date.accessioned 2016-05-09T21:43:52Z
dc.date.available 2016-05-09T21:43:52Z
dc.date.issued 2002 en_US
dc.description.abstract Recent research has shown that the subskills and text types affect reader performance considerably (Lumley, 1993, Dennis, 1982). Despite the fact that most reading tests consist of a variety of subskills and text types at the same time, the studies about the relative effects of both subskills and text types on readers’ performance are rare. In that vein, this article reports the relative effects of subskills and text types on reader performance simultaneously. A reading test was designed to provide equal numbers of items and texts representing four different subskills (Inference, Skimming, Scanning, and Coherence) and three text types (Narrative, Expository, and Argumentative). The participants in this study were 157 Korean male 12th graders attending Changwon Nam High School in Korea. For the analysis of these data, a Generalizability study (G-study) and a Decision study (D-study) (Brennen, 1983) were applied. Results show the effects of having various numbers of text types and subskills on the reliability of scores on this reading test. en_US
dc.format.digitalorigin reformatted digital en_US
dc.format.extent 24 pages en_US
dc.identifier.uri http://hdl.handle.net/10125/40651
dc.language eng en_US
dc.relation.ispartof University of Hawai'I Second Langauge Studies Paper 20(2)
dc.title Effects of subskills and text types of Korean EFL reading scores en_US
dc.type Second Language Studies Paper en_US
dc.type.dcmi Text en_US
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