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Development and Validation of the Test Takers' Metacognitive Awareness Reading Questionnaire (TMARQ)
Peer reviewed
Direct linkZhang, Limei; Aryadoust, Vahid; Zhang, Lawrence Jun – Asia-Pacific Education Researcher, 2014
This article reports the development of the Test Takers' Metacognitive Awareness Reading Questionnaire (TMARQ) which measures test takers' metacognition in reading comprehension tests. The TMARQ comprises seven subscales: planning strategies, evaluating strategies, monitoring strategies, strategies for identifying important information,…
Descriptors: Metacognition, Reading Tests, Questionnaires, Program Validation
Download full textSylvén, Liss Kerstin; Sundqvist, Pia – Novitas-ROYAL (Research on Youth and Language), 2016
This study aims to present the validation of a test designed to assess young learners' general L2 English vocabulary knowledge, the Young Learner Vocabulary Assessment Test (YLVAT). YLVAT consists of 37 items selected from the K1-2 frequency levels of the Productive and Vocabulary Levels Tests. In the study, Swedish learners (N = 52, age 12) took…
Descriptors: English (Second Language), Vocabulary Skills, Vocabulary Development, Language Tests
Wheldall, Kevin; McMurtry, Sarah – Australian Journal of Learning Difficulties, 2014
The Test of Everyday Reading Comprehension (TERC) has recently been presented as an addition to the armoury of tests available for assessing the skills of low-progress readers. While comparison data for students of different ages are presented together with evidence for high test reliability, there is, as yet, no published evidence for its…
Descriptors: Reading Comprehension, Reading Tests, Test Validity, Reading Skills
