Investigating the reading |
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Investigating the reading
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Abstract This study explored the extent to which the reading-to-write construct is the sum of one's reading and writing abilities or an independent construct. The investigation included an analysis of (a) test tasks, (b) the relationship of test task scores and scores on reading and writing measures, and (c) the effects of proficiency level and educational level on reading-to-write performance. A sample of 139 participants performed two reading-to-write tasks—a summary and a response essay—based on the same source text. Results indicate that the test tasks were different dimensions of the reading-to-write ability, and that the reading-to-write ability seems to be a unique construct weakly associated with reading for comprehension and disassociated from writing an essay without background reading support. In addition, it was found that language proficiency and educational level had a modest effect on the performance of the tasks.
中文翻译：
摘要 本研究探讨了读写结构在多大程度上是一个人的阅读和写作能力的总和或一个独立的结构。调查包括分析 (a) 测试任务，(b) 测试任务分数与读写测量分数的关系，以及 (c) 熟练程度和教育水平对读写性能的影响。一个由 139 名参与者组成的样本基于相同的源文本执行了两项从阅读到写作的任务——摘要和回应文章。结果表明，测试任务是读写能力的不同维度，读写能力似乎是一种独特的结构，与阅读理解弱相关，与没有背景阅读支持的写作无关。此外， |
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