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MODIFIED CLOZE AND CLOZE TESTING IN SPANISH
Bilingual Review / La Revista Bilingüe
Vol. 7, No. 3 (September - December 1980), pp. 203-211
Published by: Bilingual Press / Editorial Bilingüe
Stable URL: http://www.jstor.org/stable/25743900
Page Count: 9
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The purpose of this study was to examine bilingual children's performance on different types of cloze tests. Initially, two forms of the modified cloze, where multiple-choice answers are provided in lieu of a series of blanks, were prepared. Form A consisted of different parts of speech distractors and form B of similar parts of speech distractors. It was hypothesized that similar parts of speech foils would focus assessment more on the semantic rather than the syntactic components of the passage. Subsequently, two forms of the traditional cloze were constructed to compare performance on an every fifth-word deletion cloze with one where deletions occurred every eighth word. The four tests were administered to third and sixth graders, with each grade taking the series prepared for their corresponding level. Results indicated significant differences in performance on the modified cloze. Performance on the cloze tests (first scored for exact replacement and second for acceptable responses) differed appreciably with regard to grading method and deletion pattern. Item responses were examined with respect to intralingual and interlingual errors. Cross validation of the four tests with the children's reading level and a standardized test was significant.
Bilingual Review / La Revista Bilingüe © 1980 Bilingual Press / Editorial Bilingüe