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.