Group 3

• Hesti Restuviani (A320190121)

• Vika Widiyatiningsih (A320190101)
• Inka Widi Saputri (A320190105)
• Nisrina Nur Lathifah (A320190107)
• Sugeng Rianto (A320190109)
• Nadhil Soeseno (A320190110)
• Rahajeng Pangestika (A320190125)
 Reading
Comprehension Skills
Reading, according to Grabe and Stoller, is "the ability to comprehend
information in a text and accurately interpret it." The reading process entails a
reader's interaction with a text. To understand and comprehend a text, students
not only need linguistic or systemic language but also schematic knowledge.
Therefore, teacher should understand the reading process so that they can teach
and assess the students’ reading ability properly. Based on Gray, in
understanding a text, students can practice three levels of understanding
• Reading the lines (literal meaning)
• Between the lines (iferred meanings), and
• Beyond the lines (readers’critical evaluation of the text)
Related to components of Reading, there are some different components of
reading. Grabe divided it into six component elements in the fluent reading
process: Automatic recognition skills, Vocabulary and structural knowledge,
Formal discourse structure knowledge, Content/world background
knowledge, Synthesis and evaluation skills/strategies, and Metacognitive
knowledge and skills.
In addition, related to reading comprehension skills, Brown (2004) identifies
the skills supporting reading comprehension skills, namely, micro and macro
skills.
Micro-skills for
Reading Comprehension
a. Distinguish graphemes and orthographic forms of English.
b. Remembering chunks of language in various lengths immediately.
c.Process writing at an efficient rate of speed to suit the purpose.
d. Recognize a core of words, and interpret word order patterns and
their significance.
e. Recognize grammatical word classes (nouns, verbs, etc.), system
(e.g., tense, agreement, pluralisation) patterns, rules, and elliptical
forms.
f. Recognize that a particular meaning may be expressed in different
grammatical forms.
g. Recognize cohesive devices in written discourse and their role in
signaling the relationship between and among clauses.
Macro-Reading
Skills for Comprehension

The knowledge about the nature of reading

comprehension skills is important for assessing reading
comprehension appropriately since it provides clear
objective for the teaching and learning process as well
as for reading assessment.
Types of reading

According to Brown (2004), there are 4 different types of

reading:
• Perceptive reading
• Selective reading
• Interactive reading
• Extensive reading
 Types of Reading Genre

Three types of reading genre are: (Brown, 2001: 186)

• Academic Reading
• Personal reading
• Job-related reading
identifying the genres will help readers apply certain schemata to
extract meaning.
based on the main types of reading materials above, teachers then
determined the objectives of the assessment then design the task.
 Designing Assessment Task
Reading assessment itself includes a set of purposes where multiple assessment contexts are in standardized
proficiency assessment, classroom-based formative and achievement testing, placement and diagnostic testing,
assessment for reading research purpose, and learning purpose assessment. There are some considerations of
designing reading assessment, like:
• Teachers should refer to the objectives of teaching and the type of reading that is taught to the students.
• The students' achievement of the objectives should be able to be assessed by the types of the reading text
and the questions.
• The whole components of reading must be covered by the test. The reliability and validity should also
be considered.
• When determining the right exam format and time allocation for the test, consider the technique
required to complete the assignment or answer the questions.
There are test format and the task to assess students' reading:
• Receptive Reading
• Selective Reading
• Interactive Reading
• Extensive Reading
According to Hubley, He proposed some sub skills of reading comprehension and
the kinds of questions. The sub skills divided based on the level referring to
coverage of the text.
Whole Passage
• Comprehend the main idea to get the gist of meaning
• Recognize structure
• Identify audience for text
• Understand the purpose of the writing passage
• Recognize author’s attitude and biases
• Sequence Events
• Summarize key information
• Distinguish fact from opinion
Section
• Understand headers
• Understand logical organization
• Categorize information
Paragraph
• Identify main idea and supporting details
• Understand topic sentences
• Infer content
• Distinguish between statement and examples
Across sentence boundaries
• Understand the function of discourse makers
• Identify pronoun reference
Sentence level
• Guess the meaning of unknown words in context
• Understand cohesive device signalling relationships between clause
• Interpret word order
• Paraphrase wording
• Recognize and distinguish graphemes
Teachers assess students by having them

• Read a loud
• Record students' responses to questions after a reading in class.
• Monitor students' allotment of free reading or sustained silent
reading (SSR).
• Make a list of words they are curious about after reading and
explain why.
• Write simple book progress reports and suggest books to
others, and
• Keep charts containing reading rate growth of students.
Authentic Assessment of Reading

Authentic assessment should assess not only product or

reading skills and comprehension but also process
(Herman, Aschbacher, and Winters 1992). Steps in
designing authentic assessment for Reading (O'Malley and
Pierce, 1996)
Identify Purpose

O Malley (1998) quoted Johns (1982) lists four major purposes for
classroom-based assessment of reading.
• Studying, evaluating, or diagnosing reading behaviour.
• Monitoring students' progress.
• Supplementing and confirming information.
• Obtaining information not available from other source.
 Plan for Assessment

Outline the major instructional goals or learning outcome. Plan for assessment
Identifying instructional activities, namely Involve students, consist of :
• Self-Assessment
Routman as cited in O’Malley helps both teachers and students pay attention to
students' attitudes, strength and weaknesses in reading skills. Teacher may give some
questions to be answered.
• Students write the assessment of their friends' reading comprehension level and
also their friends' self-assessment.
For Examples:
What do you know about your partner’s reading activity?
What do you think about his understanding about the text?
 Develop rubrics/scoring procedures

Teachers should set the criteria to measure the students' reading skills
and set the instruments of assessment which can show what students
can do not what students cannot do. Areas to be assessed in reading
should include all components of reading comprehension as stated in
the objectives such as reading comprehension, decoding skills,
response to reading, even the reading habits or activities, strategies
which contribute to the development of reading skills and authentic
assessment of reading. (O'Malley, 1996).
 Develop rubrics/scoring
procedures.
Teachers should set the criteria to measure the students'
reading skills and set the instruments of assessment which can
show what students can do not what students cannot do.
Areas to be assessed in reading should include all components
of reading comprehension as stated in the objectives such as
reading comprehension, decoding skills, response to reading,
even the reading habits or activities, strategies which
contribute to the development of reading skills and authentic
assessment of reading. (O'Malley, 1996).
To score the students' reading skill using authentic assessment, teachers
should also create a rubric The following is an example of reading rubric for
authentic assessment adapted from Hill and Rupti (1994):
Emergent - Making up to read
- Utilizing pictures to tell story
- Involving into well-known books reading Identifying a number
of letter sounds
- Being familiar with names/words according to context
- Memorizing pattern books and familiar books
- Making rhymes and plays with words

Developing - Realizing as readers

- Reading books with words forms
- Comprehending sounds of letters Restating main idea of a
passage
- Identifying simple words
- Counting on text and pictures

Beginning - Prioritizing text rather than pictures

- Identifying names/words as displayed
- Employing sentence structure hints
- Employing phonetic hints Restating beginning, middle and end
- Starting to read without a sound Employing basic punctuation

0
Expanding - Starting to read short stories and books
- Reading and accomplishing some different materials based on
guidance
- Applying reading strategies
- Restating plot, characters, and events
- Identifying a variety of books
- Implementing a short-term silent reading

Bridging - Starting to read chapter books with medium level of difficulty

- Reading and accomplishing some different materials based on
guidance
- Reading and comprehending a large number of new words
- Using resources to place information based on guidance
- Increasing knowledge of literary elements and genres Implementing a
long-term silent reading

Fluent - Reading most literature suited to grade-level

- Picking, reading, and accomplishing many different types of materials
- Using resources autonomously
- Identifying and using elements of literature and genres
- Starting to infer and develop meaning from literature
- Involving into discussions of literature
The rubric above includes some criteria which are related to the process of developing
reading skills, such as the students' choice of reading, their reading habit, their reading
strategy, and some real product of having good reading skills such as begins to make
interpretation and expand the meaning from literature, and participate in literary
discussion. Other rubrics for the focus on comprehending the text can be seen in the
following rubrics: Analytic (focus on the components of reading) and holistic rubric
(focused on the overall reading skills).

Item Poor Satisfactory Good Excellent

Purpose Being Being able to Being always Being always able
unable to recognize the able to recognize to recognize the
recognize purpose the purpose for purpose for the
the the task task without
purpose hesitation

Interferenc Being Being able to give Being able to Being able to give
es unable to an inference give an inference an inference with
give an minimally with more than multiple pieces of
inference accompanied by one piece of evidence to
related to some evidence to evidence to support his/ her
the text support his/ her support his/ her choice
choice choice
Point of view Being unable Being able to Being able to Being able to
to recognize recognize the recognize the recognize the
the point of point of view and point of view point of view and
view provide an and provide at give more than
example least one one example with
example with details
details
Opinion Being unable Being able to Being able to Being able to
to express state his/her definitely state definitely state
agreement or agreement / his/her his/her
disagreement disagreement agreement and agreement and
and provide support with support with
argument more than one more than one
indisputable indisputable fact
fact
An example of Holistic Scoring Rubric for Rea Reading: Students will read effectively and
analytically and will comprehend at the college level.
Level 1: Beginner
- Correctly get the meaning of vocabulary
- Understand and get the main points of reading material.
- Understand certain vocabulary from the context in text and use that vocabulary appropriately.
Level 2: Developing
- Develop a framework for organizing the text and relating it to his or her own frame of reference.
- Correctly get the appropriate meaning of vocabulary based on the context.
- Understand, sun arize, and apply the major points of non specialized and some specialized reading
material.
- Identify their problems in reading comprehension and independently resolve them and ask for
help to resolve the problems.
Level 3: Accomplished
- Accurately summarize various texts of non-specialized and specialized reading material.
- Identify their own problems in reading comprehension and independently resolve them.
- Develop a framework for organizing the meaning of awritten text.
- Summarize the writer's components to it. purpose and the connection of thecomponents to it.
- Distinguish between denotation and connotation, recognizing irony, metaphorical language, and
intentionally misleading language.
- Identify the relative importance of parts of the text and their relevance.
- Distinguish fact from opinion
- Identify and evaluate evidence used to support specific claims.
Set standards

Teacher can set standards for reading comprehension by

establishing cut-off scores on a scoring rubric or rating
scale. For example, teachers determine the range of scores
from 1-6, and divide them into three groups, whether
students belong to novice, intermediate, or advanced.
Select Assessment Activities

Teacher can select some activities to make authentic assessment

of the students’ reading comprehension such as retelling, reading
logs, literature response logs/ journal, literature discussion
groups, cloze test, text with comprehensions questions, and
reciprocal teaching.
 Record Teacher Observations

Teachers can observe the students' reading skills through come activities such as :
1. Think aloud, probes and interview
Teachers can use think aloud checklist or interview the students to find out their reading strategy
and comprehension of a reading text. By giving some probes, a teacher can elicit the students'
way of understanding the text which may then give positive washback for teaching and
learning.
2. Strategies checklists or rating scales
Teachers make a checklist of the reading strategy based on the criteria of the skills needed. This
information was collected from the interview with the students and self-assessment. And
contributes to the assessment of reading skills as a process. This may become the feedback for
the teaching and learning process and for the students as well, and gives a real picture of the
students' process in developing their reading skills.
3. Miscue analysis and running records, and anecdotal record
Teachers use miscue analysis to obtain information about the students' ability to use language
and the reading process, the students' approaches to reading and reading comprehension, and
information for revising instructional approaches and materials. teachers can also use anecdotal
records which means observational notations at a specific point in time.
Reading Portfolio

Students’ work such as reading logs reading response

journals, self-assessment, peer-assessment are kept in a
document so that the students’ reading skill development
can be observed.
Summary

Assessing reading should consider some components of

reading skills; different types or genre of written text,
components of reading ability, specific tasks used in reading
assessment, unobservable nature of reading and skills for
accomplishing reading.
THANK YOU 