Abstract

This study was conducted to evaluate a potential new way of assessing reading comprehension at the college level in Afghanistan. In this study, synthesis writing is evaluated to determine if reading-writing integration can help in assessing the reading comprehension of Afghan sophomore students. Furthermore, a gap-filling activity was used to examine if a cognitively less challenging activity can provide support (scaffolding) in completing a more complex task. Participants were divided into two groups. Gap-filling and reading-to-write-a-synthesis activities were presented in reverse order to the groups. A 2-by-2 mixed ANOVA was conducted to assess the main effects of task and group and the interaction effect between the two factors. Results of the study suggest that order of presentation affects the performance of participants in these two tests and, contrary to expectations, presenting the reading-to-write-a-synthesis activity prior to the gap-filling activity may result in better performance on the more challenging reading-to-write-a-synthesis activity.

摘要

进行这项研究是为了评估阿富汗大学水平上潜在的评估阅读理解的新方法。在这项研究中，对综合写作进行了评估，以确定阅读与写作的融合是否可以帮助评估阿富汗大二学生的阅读理解能力。此外，使用一项填补空白的活动来检查在认知上更具挑战性的活动是否可以在完成更复杂的任务中提供支持（脚手架）。参加者分为两组。填补空缺和读写综合活动的顺序与小组相反。进行了2×2混合方差分析，以评估任务和小组的主要影响以及两个因素之间的相互作用。