Assessing Reading

Being able to reading is being able to
understand, use and reflect on written texts,
in order to:
achieve…
one’s goals,
to develop…
one’s knowledge and potential
and to participate
in society.

John H.A.L. de Jong

Types (Genres) of Reading

1. Academic reading

• General interest articles (in magazines, newspapers, etc.)
• Technical reports (e.g., lab reports), professional journal articles
• Reference material (dictionaries, etc.)
• Textbooks, theses
• Essays, papers
• Test directions
• Editorials and opinion writing

2. Job-related reading

• Messages (e.g., phone messages)
• Letters/emails
• Memos (e.g., interoffice)
• Reports (e.g., job evaluations, project reports)
• Schedules, labels, signs, announcements
• Forms, applications, questionnaires
• Financial documents (bills, invoices, etc.)
• Directories (telephone, office, etc.)
• Manuals, directions

3. Personal reading

• Newspapers and magazines
• Letters, emails, greeting cards, invitations
• Messages, notes, lists
• Schedules (train, bus, plane, etc.)
• Recipes, menus, maps, calendars
• Advertisements (commercials, want ads)
• Novels, short stories, jokes, drama, poetry
• Financial documents (e.g., checks, tax forms, loan applications)
• Forms, questionnaires, medical reports, immigration documents
• Comic strips, cartoons

The genre of a text enable readers to apply certain schemata that will assist them in extracting appropriate meaning. For example, readers know that a text is a recipe, they will expect a certain arrangement of information (ingredients) and will know to search for a sequential order of directions. Efficient readers also have to know what their purpose is if reading a text, the strategies for accomplishing that purpose and how to retain the information.

The content validity of an assessment procedure is largely established through the genre of a text. For example, if learners in a program of English for tourism have been learning how to deal with customers needing to arrange bus tours, then assessment of their ability should include guidebooks, maps, transportation schedules, calendars, and other relevant texts.

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Further reading :
Brown, D. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Longman.

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