STRATEGIES IN RESPONDING TO THE NEW TOEFL READING TASKS

By Andrew Dight Cohen, T. Upton. 2006

127 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1be224d496459f38ba364897da459187bf08aeb9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Kim
2. Andrew Dight Cohen

In Language and Linguistics

1. A. Kim
2. Andrew Dight Cohen
3. Naoko Taguchi
4. Shu-Chiao Tsai

In Literature and Literary Theory

1. A. Kim
2. Andrew Dight Cohen
3. Naoko Taguchi
4. Shu-Chiao Tsai

Citations in the corpus

• The Coming of Age of Research on Test-Taking Strategies (2006, methodology): “…other options as unreasonable based on paragraph/overall passage meaning”), and test wiseness strategies (e.g., “selecting the option because it appears to have a word or phrase from the passage in it–possibly a key word”).2 2These three examples of strategies are taken from Cohen and Upton (2006).”
• Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability (2015, methodology): “…fulfill the study purpose, first, the L2 reading attributes were drawn from a general model of language ability (e.g., Bachman & Palmer, 1996; Purpura, 2004) and reading theories (e.g., Cohen & Upton, 2006; Grabe, 2009; Phakiti, 2007; Pressley & Afflerbach, 1995; Weir, Hawkey, Green, & Devi, 2009).”
• `I want to go back to the text': Response strategies on the reading subtest of the new TOEFL® (2007, unknown): “While the full set of findings appears in Cohen and Upton (2006), this article will focus on just an illustrative subsample of what the study revealed.”