Journal of Language Teaching and Research, Volume (2), No (6), Year (2011-11) , Pages (1353-1358)

Title : ( The Differing Effect of Computerized Dynamic Assessment of L2 Reading Comprehension on High and Low Achievers )

Authors: Reza Pishghadam , elyas barabadi , Ali Mehri Kamrood ,

Citation: BibTeX | EndNote

The present study investigates the effectiveness of using a computerized dynamic reading comprehension test (CDRT) on Iranian EFL students with a moderate level of proficiency. Using an interventionist approach, the researchers have developed a software which provides the learners with pre-fabricated strategy-based mediations for each item. The software provides two scores for each learner; a non-dynamic score that represents the learner’s ability to answer the test without using the mediations and a dynamic score which represents the learners’ ability to answer the test items using mediations in a stepwise fashion. The results revealed that providing mediation in the form of hints contributed significantly to the increase of students` scores, and consequently to the improvement of their text comprehension. Moreover, this study confirmed that low achievers would benefit more than high achievers from a dynamic test of reading comprehension.

Keywords

, dynamic assessment, reading comprehension, computerized mediation and
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@article{paperid:1024414,
author = {Pishghadam, Reza and Barabadi, Elyas and Ali Mehri Kamrood},
title = {The Differing Effect of Computerized Dynamic Assessment of L2 Reading Comprehension on High and Low Achievers},
journal = {Journal of Language Teaching and Research},
year = {2011},
volume = {2},
number = {6},
month = {November},
issn = {1798-4769},
pages = {1353--1358},
numpages = {5},
keywords = {dynamic assessment; reading comprehension; computerized mediation and development},
}

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%0 Journal Article
%T The Differing Effect of Computerized Dynamic Assessment of L2 Reading Comprehension on High and Low Achievers
%A Pishghadam, Reza
%A Barabadi, Elyas
%A Ali Mehri Kamrood
%J Journal of Language Teaching and Research
%@ 1798-4769
%D 2011

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