Constructing Diagnostic Reading Assessment Instruments for Low-level Chinese as Second Language Learners

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dc.contributor.authorYang, Shuyi
dc.date.accessioned2021-10-14T23:19:20Z
dc.date.available2021-10-14T23:19:20Z
dc.date.issued2021-10-15
dc.description.abstractThe present study investigated the applicability of word reading, word segmentation, and text reading as diagnostic tools to assess comprehension, detect struggling readers, and inform instruction for low-level Chinese as second language (L2) learners (n = 70). The results showed that the three instruments measured different dimensions of word recognition and predicted text comprehension. Text reading was the most robust indicator of comprehension and the most sensitive screener for weak readers. The diagnostic instruments provided interpretable feedback, located problems at specific areas, and evaluated instructional material difficulty level. The findings offer empirical support for the use of text reading for diagnostic purposes in Chinese low-level L2 reading instruction and suggest the importance of helping students develop word recognition skills.
dc.identifier.citationYang, S. (2021). Constructing diagnostic reading assessment instruments for lower-level Chinese as second language learners. Reading in a Foreign Language, 33(2), 212-237. http://hdl.handle.net/10125/67401
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/67401
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectdiagnostic assessment
dc.subjectword reading
dc.subjectword segmentation
dc.subjecttext reading
dc.subjectChinese L2 reading comprehension
dc.titleConstructing Diagnostic Reading Assessment Instruments for Low-level Chinese as Second Language Learners
dc.typeArticle
dc.type.dcmiText
prism.endingpage237
prism.number2
prism.publicationnameReading in a Foreign Language
prism.startingpage212
prism.volume33

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