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Matching and Multiple-Choice Cloze Tests
Richard B. Baldauf Jr. and Ivan K. Propst Jr.
The Journal of Educational Research
Vol. 72, No. 6 (Jul. - Aug., 1979), pp. 321-326
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27539688
Page Count: 6
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Few reliable and valid measures of reading achievement are available to evaluate programs for elementary English-as-a-second-language (ESL) pupils. Four variations on the cloze procedure, which has been previously used with disadvantaged and ESL elementary pupils, were evaluated using randomly assigned groups of fourth and fifth grade students. Matching and multiple-choice variations were selected for comparison because they are in greater consonance with current psycholinguistic theories of the reading process than are other types of reading comprehension measures. Although the overall results were quite similar for the four cloze variations examined, the matching cloze procedure seems to be preferable for elementary ESL students since these tests produced better item characteristics and were more easily constructed.
The Journal of Educational Research © 1979 Taylor & Francis, Ltd.