The Effect of Text Authenticity on the Performance of Iranian EFL Students in a C-Test

As part of growing efforts to understand factors affecting c-test this study aims to investigate the effect of text authenticity on the performance of Iranian EFL students in a C-Test. The C-Test is an integrative testing instrument that measures overall language competence, very much like the cloze test. In this study the rule of two has been applied: "the second half of every second word has been deleted, beginning with the second word of the second sentence; the first and last sentences are left intact" (Katona and Dornyei 1993: 35). The research involves 60 college students in their third year, majoring in English Literature at Ershad-Damavand College. This group were randomly selected applying multi-stage sampling. Since the present study intended to investigate the role of two different formats, i.e. authentic and inauthentic texts (text translated from Persian into English), two different tailored C-Tests were made to measure and compare the performances of the participants. Two C-Tests, one with Authentic Text and the other, with Inauthentic Text were administered to this homogenized group comprising 30 subjects. The findings of this study suggest that authenticity has an effect on the performance of learners in c-tests and we should control this variable while devising a c-test

Adolescent Literacy and Textbooks: An Annotated Bibliography

A companion report to Carnegie's Time to Act, provides an annotated bibliography of research on textbook design and reading comprehension for fourth through twelfth grade, arranged by topic. Calls for a dialogue between publishers and researchers

Intellectual Disability, Literacy, and Assistive Technology in the Community College Setting

This pilot project utilized a mixed-methodology approach to investigating assistive technology (AT) with students enrolled in a college program for students with intellectual disabilities. Its purpose was the provision of AT-based software, training, and support to examine changes related to academic learning and independence. Twelve college student participants were assessed using pre- and post-intervention assessment tools. Six student participants and five front-line Learning Facilitators also participated in focus groups. Focus group data were analyzed inductively resulting in seven emergent themes; assessment data were analyzed statistically and showed an increased trend in scores over time

Predicting the readability of transparent text

Will a simple global masking model based on image detection be successful at predicting the readability of transparent text? Text readability was measured for two types of transparent text: additive (as occurs in head-up displays) and multiplicative (which occurs in see-through liquid crystal display virtual reality displays). Text contrast and background texture were manipulated. Data from two previous experiments were also included (one using very low contrasts on plain backgrounds, and the other using higher-contrast opaque text on both plain and textured backgrounds). All variables influenced readability in at least an interactive manner. When there were background textures, the global masking index (that combines text contrast and background root mean square contrast) was a good predictor of search times (r = 0.89). When the masking was adjusted to include the text pixels as well as the background pixels in computations of mean luminance and contrast variability, predictability improved further (r = 0.91)

A Computer-Based Method to Improve the Spelling of Children with Dyslexia

In this paper we present a method which aims to improve the spelling of children with dyslexia through playful and targeted exercises. In contrast to previous approaches, our method does not use correct words or positive examples to follow, but presents the child a misspelled word as an exercise to solve. We created these training exercises on the basis of the linguistic knowledge extracted from the errors found in texts written by children with dyslexia. To test the effectiveness of this method in Spanish, we integrated the exercises in a game for iPad, DysEggxia (Piruletras in Spanish), and carried out a within-subject experiment. During eight weeks, 48 children played either DysEggxia or Word Search, which is another word game. We conducted tests and questionnaires at the beginning of the study, after four weeks when the games were switched, and at the end of the study. The children who played DysEggxia for four weeks in a row had significantly less writing errors in the tests that after playing Word Search for the same time. This provides evidence that error-based exercises presented in a tablet help children with dyslexia improve their spelling skills.Comment: 8 pages, ASSETS'14, October 20-22, 2014, Rochester, NY, US

What Makes a Cloze Item Difficult?

This pilot study explores the link between linguistic characteristics of doze test items and individual item difficulty estimates. Five reading passages were randomJy selected from a public library, developed into 30-item doze tests and randomJy administered to 179 Japanese EFL students. Each of the 150 resulting items was analyzed for item facility and for various linguistic characteristics. Multiple-regression analysis indicates that linguistic characteristics, in various combinations, can account for large proportions of the variation in doze item facility. These results are discussed in terms of their implications for language testing research and plans for future research on a larger scale