Assessing Reading: Acknowledgements

By J. Alderson. 2000

1,096 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/a567e53ceece54303e0b6c01976ac8a005b11a3d

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In Education

1. Aek Phakiti
2. Yo In’nami
3. R. Koizumi
4. David D. Qian
5. Lynn Erler
6. E. Macaro
7. M. Schedl
8. Hyeran Choi

In Information Systems

1. Aek Phakiti
2. Yo In’nami
3. David D. Qian
4. R. Koizumi
5. Lynn Erler
6. E. Macaro
7. M. Schedl
8. Hyeran Choi

Citations in the corpus

• A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance (2003, background): “Alderson (2000) has extensively treated the subject of variables affecting the nature of reading. According to Baker and Brown (1984), successful readers have an awareness and control of the cognitive activities they engage in as they read.”
• 3. RESEARCH ON TEACHING READING (2004, background): “There will be no overview of theoretical perspectives on L1 or L2 reading (but see Alderson, 2000; Bernhardt, 2000; Geva & Siegal, 2000; Geva & Verhoeven, 2000; Geva & Wang, 2001; Grabe & Stoller, 2002; Kamil, Mosenthal, Pearson, & Barr, 2000; Koda, 2004; National Reading Panel, 2000; Noordman &…”
• Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance (2004, methodology): “That vocabulary knowledge is instrumental in reading comprehension has long been accepted in the eld of reading and vocabulary research (e.g., Stratton and Nacke, 1974; Anderson and Freebody, 1981; 1983; Mezynski, 1983; Nation, 1990; 2001; Laufer, 1996; Alderson, 2000; Enright et al., 2000).”
• Raising the Achievement of Young-beginner Readers of French through Strategy Instruction (2008, methodology): “Translation is considered to be a reliable method for measuring accurate understanding (Alderson 2000) and we refer to it as “translation” henceforth.”
• ESL Reading Strategies: Differences in Arabic and Mandarin Speaker Test Performance (2006, background): “…assessment researchers are not only concerned with how well reading performance on a test predicts how examinees will read in other real-world settings; they are also interested in discovering which cognitive characteristics and background variables influence test performance (Alderson, 2000).”
• How assessing reading comprehension with multiple-choice questions shapes the construct: a cognitive processing perspective (2006, methodology): “Importantly, it is first necessary to distinguish between reading strategies and reading skills, because there is a great deal of overlap in what is determined to be a skill and that which is a strategy (e.g. Wenden and Rubin 1987; Alderson, 2000; Grabe, 2000).”
• Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance (2006, background): “Reading in a second language (L2) is complex, dynamic and multidimensional (Alderson, 2000).”
• The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats (2011, background): “There is evidence that students employ different problem-solving strategies when answering MC and CR items, but there is less evidence supporting hypotheses that the CR and MC formats capture different forms of understanding (Alderson, 2000; Campbell, 2005; Pearson & Hamm). In the 1990s, the CR form”
• The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. (2014, background): “…in (re)constructing the text information; and (b) to the interaction of many component skills—ranging from rapid lower-level automatic skills to higher-level strategic, comprehension skills—that work together simultaneously in the process (Alderson, 2000; Grabe, 1991; McLeod & McLaughlin, 1986).”
• Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2 reading ability (2015, background): “However, in the literature, some claim that skill is a predisposition to perform in a certain way, which is automatized and unconscious in nature (Urquhart & Weir, 1998), whereas strategy is the conscious process involved in reading (Alderson, 2000; Cohen, 2007).”
• Textbook trends in teaching language testing (2008, background): “In the 1990s we see the normal academic development of an emerging discipline, now maturing and showing that maturity by publishing research monographs, regular surveys of the field (Davies, 1982; Skehan, 1988, 1989; Alderson & Banerjee, 2001, 2002), both its development and its future trends. These”
• A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats (2009, methodology): “, Alderson, 2000; Buck, 2001; Kobayashi, 2002). Since there is no perfect test format that functions well in every situation, researchers must understand the characteristics of each format and make the best selection according to which one(s) most appropriately serve(s) the purpose of a test in each”
• Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles (2015, background): “This may not be a tenable approach, however, as the reality of subskills is yet to be agreed upon (Alderson, 2000; Buck, 2001).”
• Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “…from this study, poor high school EFL readers need more help in increasing their knowledge about global strategies, as reading in a FL is not only a language problem but also a reading problem (Alderson, 1984, 2005; Hudson, 1998; for recent reviews, see Bernhardt, 2005; Hudson, 2007; Koda, 2007).”