Journal articles: 'Cloze Measure'

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Trace, Jonathan. "Clozing the gap: How far do cloze items measure?" Language Testing 37, no. 2 (December 2, 2019): 235–53. http://dx.doi.org/10.1177/0265532219888617.

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Originally designed to measure reading and passage comprehension in L1 readers, cloze tests continue to be used for L2 assessment purposes. However, there remain disputes about whether or not cloze items can measure beyond local comprehension information, as well as whether or not they are purely a test of reading alone, or if performance can be generalized to broader claims about proficiency. The current study sets out to address both of these issues by drawing on a large pool of cloze items ( k = 449) taken from 15 cloze passages that were administered to 675 L1 and 2246 L2 examinees. In conjunction with test scores, a large-scale L1 experiment was conducted using Amazon’s Mechanical Turk to determine the level of minimum context required to answer each item. Using Rasch analysis, item function was compared across both groups, with results indicating that cloze items can draw on information at both the sentence and passage level. This seems to suggest further that cloze tests generally tend to measure reading in both L1 and L2 examinees. These findings have important implications for the continued use of cloze tests, particularly in classroom and high-stakes contexts where they are commonly found.

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Kleijn, Suzanne, Henk Pander Maat, and Ted Sanders. "Cloze testing for comprehension assessment: The HyTeC-cloze." Language Testing 36, no. 4 (April 17, 2019): 553–72. http://dx.doi.org/10.1177/0265532219840382.

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Although there are many methods available for assessing text comprehension, the cloze test is not widely acknowledged as one of them. Critiques on cloze testing center on its supposedly limited ability to measure comprehension beyond the sentence. However, these critiques do not hold for all types of cloze tests; the particular configuration of a cloze determines its validity. We review various cloze configurations and discuss their strengths and weaknesses. We propose a new cloze procedure specifically designed to gauge text comprehension: the Hybrid Text Comprehension cloze (HyTeC-cloze). It employs a hybrid mechanical-rational deletion strategy and semantic scoring of answers. The procedure was tested in a large-scale study, involving 2926 Dutch secondary school students with 120 unique cloze tests. Our results show that, in terms of reliability and validity, the HyTeC-cloze matches and sometimes outperforms standardized tests of reading ability.

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Jones, Michael, and Malcolm Smith. "Traditional and alternative methods of measuring the understandability of accounting narratives." Accounting, Auditing & Accountability Journal 27, no. 1 (January 2, 2014): 183–208. http://dx.doi.org/10.1108/aaaj-04-2013-1314.

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Purpose – The study aims to explore the use of alternative measures of “understandability” on accounting texts. This includes the meaning identification test (MIT) and the sentence verification technique (SVT), which have not previously been used by accounting researchers, as well as variants on the traditional Cloze tests such as the C-Test. Design/methodology/approach – This study focuses on the understandability of accounting texts and evaluates how reliable the Cloze test is as a measure of comprehension. An experiment was designed and conducted to measure users' performance with a variety of comprehension measures (MIT, SVT, Cloze, C-Test). Findings – The study concludes that the outcomes from the MIT and SVT comprehension tests are not significantly associated with those from the Cloze tests. This implies that while the Cloze test is a good measure of the predictability of accounting narratives, and of textual redundancy, it does not necessarily measure the understandability of the text. Originality/value – These measures of understandability, which have not previously been used in accounting, would enable researchers to test the communicational effectiveness of using different accounting narratives such as annual reports or prospectuses. Such a measure could be used to improve the understandability of accounting narratives. The strengths and weaknesses of the various tests are assessed. It is suggested that there is a need for further experimentation especially with the MIT test.

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Baghaei, Purya, and Hamdollah Ravand. "Method Bias in Cloze Tests as Reading Comprehension Measures." SAGE Open 9, no. 1 (January 2019): 215824401983270. http://dx.doi.org/10.1177/2158244019832706.

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In many reading comprehension tests, different test formats are employed. Two commonly used test formats to measure reading comprehension are sustained passages followed by some questions and cloze items. Individual differences in handling test format peculiarities could constitute a source of score variance. In this study, a bifactor Rasch model is applied to separate the cloze-specific variance in a reading comprehension test composed of sustained passages (plus questions) and a cloze passage. The results are compared with a unidimensional Rasch model where all items load on a single dimension. The inclusion of the cloze-specific dimension, that is, the method factor, improved the fit and resulted in substantially lower item difficulty estimates for the cloze items. Findings indicate that reading comprehension tests comprising sustained passages and cloze items are not unidimensional and contain a cloze-specific nuisance dimension that contaminates the latent construct variance.

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Jonz, John. "Another Turn in the Conversation: What Does Cloze Measure?" TESOL Quarterly 24, no. 1 (1990): 61. http://dx.doi.org/10.2307/3586852.

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McKenna, Michael C., and Kent Layton. "Concurrent validity of cloze as a measure of intersentential comprehension." Journal of Educational Psychology 82, no. 2 (June 1990): 372–77. http://dx.doi.org/10.1037/0022-0663.82.2.372.

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Eissa, Ibrahim, and Said Selim. "The Cloze Procedure as a Measure of Program Understanding.(Dept.E)." MEJ. Mansoura Engineering Journal 10, no. 1 (June 10, 2021): 29–51. http://dx.doi.org/10.21608/bfemu.2021.176856.

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Chung, Eun Seon, and Soojin Ahn. "Examining Cloze Tests as a Measure of Linguistic Complexity in L2 Writing." Lanaguage Research 55, no. 3 (December 31, 2019): 627–49. http://dx.doi.org/10.30961/lr.2019.55.3.627.

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Ryoo, Young-sook. "Predictability of the Cloze Test as a Measure of Written Productive Vocabulary." Modern English Society 18, no. 4 (November 11, 2017): 25–45. http://dx.doi.org/10.18095/meeso.2017.18.4.02.

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Gamaroff, R. "The cloze test as a measure of language proficiency: a statistical analysis." South African Journal of Linguistics 16, no. 1 (February 1998): 7–15. http://dx.doi.org/10.1080/10118063.1998.9724127.

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Gellert, Anna S., and Carsten Elbro. "Cloze Tests May be Quick, But Are They Dirty? Development and Preliminary Validation of a Cloze Test of Reading Comprehension." Journal of Psychoeducational Assessment 31, no. 1 (July 20, 2012): 16–28. http://dx.doi.org/10.1177/0734282912451971.

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A commonly held view is that cloze tests may well provide a quick measure of something reading related, but that they are not suitable for assessments of understanding of ideas beyond the sentence boundary. The present article presents challenges to this view. It is argued that word gaps can be carefully selected so that filling them in requires proper understanding of the ideas of the text. The reliability and validity of such a comprehension-focused cloze test was demonstrated in a study of 204 Danish adults attending reading courses or general education. The quick (10 min) cloze comprehension test correlated strongly ( r = .84) with a standard (30 min) question-answering comprehension test. Only a small part of this correlation was accounted for by decoding ability or vocabulary. The cloze test was somewhat more sensitive to decoding ability than the question-answering comprehension test was, and it provided a better fit to the participants’ self-reported reading difficulties.

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Trace, Jonathan, James Dean Brown, Gerriet Janssen, and Liudmila Kozhevnikova. "Determining cloze item difficulty from item and passage characteristics across different learner backgrounds." Language Testing 34, no. 2 (August 3, 2016): 151–74. http://dx.doi.org/10.1177/0265532215623581.

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Cloze tests have been the subject of numerous studies regarding their function and use in both first language and second language contexts (e.g., Jonz & Oller, 1994; Watanabe & Koyama, 2008). From a validity standpoint, one area of investigation has been the extent to which cloze tests measure reading ability beyond the sentence level. Using test data from 50 30-item cloze passages administered to 2,298 Japanese and 5,170 Russian EFL students, this study examined the degree to which linguistic features for cloze passages and items influenced item difficulty. Using a common set of 10 anchor items, all 50 tests were modeled in terms of person ability and item difficulty onto a single scale using many-faceted Rasch measurement ( k = 1314). Principle components analysis was then used to categorize 25 linguistic item- and passage-level variables for the 50 cloze tests and their respective items, from which three components for each passage- and item-level variables were identified. These six factors along with item difficulty were then entered into both a hierarchical structural equation model and a linear multiple regression to determine the degree to which difficulty in cloze tests could be explained separately by passage and item features. Comparisons were further made by looking at differences in models by nationality and by proficiency level (e.g., high and low). The analyses revealed noteworthy differences in mean item difficulties and in the variance structures between passage- and item-level features, as well as between different examinee proficiency groups.

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Miller, Michael J., Jane E. DeWitt, Erin M. McCleeary, and Kelly J. O'keefe. "Application of the Cloze Procedure to Evaluate Comprehension and Demonstrate Rewriting of Pharmacy Educational Materials." Annals of Pharmacotherapy 43, no. 4 (March 31, 2009): 650–57. http://dx.doi.org/10.1345/aph.1l642.

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Background: Written materials are commonly used to communicate pharmacy-relevant information to patients. However, they are often composed at a level that limits comprehension, mitigating a well-intended effect. Objective: To (1) use the cloze procedure (a test designed to assess reading comprehension) to evaluate an individual's understanding of a pharmacy-relevant educational pamphlet; (2) compare results of the cloze procedure with the reading comprehension component of the Short Test of Functional Health Literacy in Adults (S-TOFHLA); and (3) use results to demonstrate rewriting of the educational pamphlet. Methods: The cloze procedure was applied to a pharmacy-relevant educational pamphlet describing safe medication practices. A total of 162 subjects were recruited from university faculty, staff, and students; a local adult literacy center; and community senior centers. Subjects completed a background interview, the S-TOFHLA. and cloze procedure for the pharmacy-relevant educational pamphlet. S-TOFHLA and cloze procedure scores were described and compared. Cloze procedure responses were used to demonstrate revision of the pamphlet RESULTS: Of the 154 subjects analyzed, mean ± SD age was 56.5 ± 20.4 years. Subjects were predominantly white (93.5%), female (71.4%). and college graduates (42.2%). Mean score on the S-TOFHLA was 92.1%. A majority (95.5%, 147/154) of subjects demonstrated adequate functional health literacy. In contrast, mean score on the cloze procedure was 53.3%. Internal consistencies of the S-TOFHLA and the cloze procedure were 0.92 and 0.90, respectively. Scores on the cloze procedure and the S-TOFHLA were highly correlated (r = 0.71, p < 0.001), Performance on the cloze procedure indicated that 55.2% of subjects required supplemental teaching. Conclusions: In this highly educated, health-literate sample, a majority did not understand the pharmacy-relevant educational pamphlet despite adequate performance on a standard measure of health literacy. The cloze procedure can be used to assess comprehension of educational materials, solicit feedback from intended users, and guide the revision of educational materials.

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Shaoul, Cyrus, R. Harald Baayen, and Chris F. Westbury. "N-gram probability effects in a cloze task." Mental Lexicon 9, no. 3 (December 31, 2014): 437–72. http://dx.doi.org/10.1075/ml.9.3.04sha.

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What knowledge influences our choice of words when we write or speak? Predicting which word a person will produce next is not easy, even when the linguistic context is known. One task that has been used to assess context dependent word choice is the fill-in-the-blank task, also called the cloze task. The cloze probability of specific context is an empirical measure found by asking many people to fill in the blank. In this paper we harness the power of large corpora to look at the influence of corpus-derived probabilistic information from a word’s micro-context on word choice. We asked young adults to complete short phrases called n-grams with up to 20 responses per phrase. The probability of the responded word and the conditional probability of the response given the context were predictive of the frequency with which each response was produced. Furthermore the order in which the participants generated multiple completions of the same context was predicted by the conditional probability as well. These results suggest that word choice in cloze tasks taps into implicit knowledge of a person’s past experience with that word in various contexts. Furthermore, the importance of n-gram conditional probabilities in our analysis is further evidence of implicit knowledge about multi-word sequences and support theories of language processing that involve anticipating or predicting based on context.

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Ownby, Raymond L., and Drenna Waldrop-Valverde. "Differential Item Functioning Related to Age in the Reading Subtest of the Test of Functional Health Literacy in Adults." Journal of Aging Research 2013 (2013): 1–6. http://dx.doi.org/10.1155/2013/654589.

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Differential item functioning (DIF) occurs when items in a measure perform in ways that are different for members of a target group when the different performance is not related to the individual’s overall ability to be assessed. DIF may arise for a number of reasons but is often evaluated in order to ensure that tests and measures are fair evaluations of a group’s abilities. Based on observations when administering the test, we developed the hypothesis that some items on the reading comprehension subtest of the Test of Functional Health Literacy (TOFHLA) might be differentially more difficult for older adults and the elderly due to its use of the cloze response format, in which the participant is required to determine what word, when placed in a blank space in a sentence, will ensure that the sentence is intelligible. Others have suggested that the cloze response format may make demands on verbal fluency, an ability that is reduced with the increasing age. Our analyses show that age-related DIF may present in a nearly one-half of reading comprehension items of the TOFHLA. Results of this measure in older persons should be interpreted cautiously.

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Rabadi, Reem Ibrahim. "Adult L2 Learners Need a Reading Comprehension Test: Is it a C-Test or a Cloze Test?" International Journal of Linguistics 7, no. 5 (October 19, 2015): 68. http://dx.doi.org/10.5296/ijl.v7i5.8447.

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Many language tests are used to measure language learners’ abilities, two of these tests are the cloze test and the C-test. However, insufficient research has done on the usefulness of these tests as reading comprehension tests. Therefore, this study attempts to compare the efficiency of the cloze test with the efficiency of the C-test as reading comprehension tests. It will explore the main research question if there are any significant differences between the results of the testees on the cloze test and their results on the C-test as reading comprehension tests, in addition to their performance on both tests as advanced level and intermediate level learners. A C-test and a cloze test were administered to 80 international university students at Otto-von-Guericke University in Germany to answer these questions. The statistical analysis used in this study was the (t-test) to test the statistical significance of the differences between the two tests. Results revealed statistically significant differences between the scores of the testees in favour of their scores on the C-test. Furthermore, the results indicated that the cloze test correlated positively with the C-test. Contrary to the findings of previous research indicating that the cloze test is more efficient reading comprehension test than the C-test. It is suggested that this study can be expanded to wider population and to be used for testing the lexical knowledge of language learners.

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Fotos, Sandra S. "The Cloze Test as an Integrative Measure of EFL Proficiency: A Substitute for Essays on College Entrance Examinations?*." Language Learning 41, no. 3 (September 1991): 313–36. http://dx.doi.org/10.1111/j.1467-1770.1991.tb00609.x.

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Bellinger, David B., and Marci S. DeCaro. "Note-taking format and difficulty impact learning from instructor-provided lecture notes." Quarterly Journal of Experimental Psychology 72, no. 12 (October 8, 2019): 2807–19. http://dx.doi.org/10.1177/1747021819879434.

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The method students use to take notes impacts how they process lecture information. The current experiment examined how the format and amount of content included in instructor-provided notes affect learning. Undergraduate students listened to a brief audio-recorded science lecture that emphasised independent facts, while using one of four note-taking guides. These guides varied in their format (outline notes, cloze notes) and level of difficulty (less-difficult, more-difficult). Outline notes included a partially complete organisational framework, promoting knowledge of relationships among concepts. Cloze notes included all lecture content with select words missing, encouraging processing of specific details. Metacognitive ratings and an objective cognitive load measure confirmed that outline note-taking was the most difficult method. However, outline notes led to higher performance than cloze notes on free recall and inference questions, and equal performance on verbatim questions. These benefits were greatest in the more-difficult outline notes condition, when less information was provided. These findings are consistent with the material-appropriate difficulty framework. Increasing note-taking difficulty was desirable, but only when the activity elicited semantic processing that complemented the type of processing afforded by the learning material.

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Watson, G. R., V. Wright, S. Long, and W. De L'Aune. "A Low Vision Reading Comprehension Test." Journal of Visual Impairment & Blindness 90, no. 6 (November 1996): 486–94. http://dx.doi.org/10.1177/0145482x9609000606.

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The Low Vision Reading Comprehension Assessment (LVRCA) uses an 18-sentence cloze format in two equivalent forms to measure understanding of print reading by persons with macular degeneration. It requires nine minutes to administer and thus can be used in clinical settings. This article describes its development and a study of the reliability and validity of the LVRCA tested on 50 persons with macular degeneration.

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Laesch, Kelley Bowers, and Anne van Kleeck. "The Cloze Test as an Alternative Measure of Language Proficiency of Children Considered for Exit from Bilingual Education Programs*." Language Learning 37, no. 2 (June 1987): 171–89. http://dx.doi.org/10.1111/j.1467-1770.1987.tb00564.x.

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Luchkina, Tatiana, Tania Ionin, Natalia Lysenko, Anastasia Stoops, and Nadezhda Suvorkina. "Evaluating the Russian Language Proficiency of Bilingual and Second Language Learners of Russian." Languages 6, no. 2 (May 11, 2021): 83. http://dx.doi.org/10.3390/languages6020083.

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The starting point of most experimental and clinical examinations of bilingual language development is the choice of the measure of participants’ proficiency, which affects the interpretation of experimental findings and has pedagogical and clinical implications. Recent work on heritage and L2 acquisition of Russian used varying proficiency assessment tools, including elicited production, vocabulary recognition, and in-house measures. Using such different approaches to proficiency assessment is problematic if one seeks a coherent vision of bilingual speaker competence at different acquisition stages. The aim of the present study is to provide a suite of validated bilingual assessment materials designed to evaluate the language proficiency speakers of Russian as a second or heritage language. The materials include an adaptation of a normed language background questionnaire (Leap-Q), a battery of participant-reported proficiency measures, and a normed cloze deletion test. We offer two response formats in combination with two distinct scoring methods in order to make the testing materials suited for bilingual Russian speakers who self-assess as (semi-) proficient as well as for those whose bilingualism is incipient, or declining due to language attrition. Data from 52 baseline speakers and 503 speakers of Russian who reported dominant proficiency in a different language are analyzed for test validation purposes. Obtained measures of internal and external validity provide evidence that the cloze deletion test reported in this study reliably discriminates between dissimilar target language attainment levels in diverse populations of bilingual and multilingual Russian speakers.

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Rugimbana, Robert, and Chris Patel. "The Application of the Marketing Concept in Textbook Selection: Using the Cloze Procedure." Journal of Marketing Education 18, no. 1 (March 1996): 14–20. http://dx.doi.org/10.1177/027347539601800104.

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Because of increased class sizes, higher staff teaching loads, and inadequate teaching facilities, many marketing faculty have less time to evaluate textbooks effectively. This situation results in text selection processes based on criteria that favor ease of teaching rather than student learning. Since marketing education places great reliance on textbooks as the primary instructional medium, marketing academics must select textbooks using explicit, educationally sound, student-oriented criteria. A method reflecting the most fundamental law of marketing, one that ensures that the chosen texts are easy for students to read and understand, should rate as an important selection process criterion. The cloze procedure has proven to be a highly reliable and valid measure of “understandability.” This study suggests that it is an objective and responsive marketing-oriented technique for selecting marketing textbooks. To demonstrate its use, the technique is used to rank three international editions of principles of marketing textbooks by obtaining scores of understandability from first-year students at one Australian university. These objective scores of understandability, when complemented by other qualitative and quantitative criteria for evaluating textbooks, are very useful for selecting marketing textbooks.

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Angelis, Paul. "SECOND LANGUAGE PROFICIENCY, FOREIGN LANGUAGE APTITUDE, AND INTELLIGENCE: QUANTITATIVE AND QUALITATIVE ANALYSES.Miyuki Sasaki. New York: Peter Lang, 1996. Pp. xii + 155. $40.95 cloth." Studies in Second Language Acquisition 21, no. 1 (March 1999): 161. http://dx.doi.org/10.1017/s0272263199261062.

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There are few in-depth studies that have attempted to explore the complex relationships among second language proficiency, foreign language aptitude, and intelligence. Information on such studies is usually found only in unpublished dissertations or in greatly reduced form in journal articles. This text is a rare example of a full-length report of such a study. Based on data from 160 EFL students in Japan, the researcher employed an extensive array of analytical procedures relating performance on English language proficiency measures with performance on a three-part aptitude battery and an intelligence measure. The proficiency measures included multiple-choice tests of grammar, cohesion, vocabulary, listening, and reading using short and long texts as well as a cloze and a free composition. The foreign language aptitude battery was a Japanese version of a test modeled after the short version of the Modern Language Aptitude Test. The measures of verbal intelligence and reasoning came from an existing Kyoto University test with 12 subtests.

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Friedman, Daniela B., and Laurie Hoffman-Goetz. "A Systematic Review of Readability and Comprehension Instruments Used for Print and Web-Based Cancer Information." Health Education & Behavior 33, no. 3 (June 2006): 352–73. http://dx.doi.org/10.1177/1090198105277329.

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Adequate functional literacy skills positively influence individuals' ability to take control of their health. Print and Web-basedcancer informationis oftenwritten at difficult readinglevels. This systematic review evaluates readability instruments (FRE, F-K, Fog, SMOG, Fry) used to assess print and Web-based cancer information and word recognition and comprehension tests (Cloze, REALM, TOFHLA, WRAT) that measure people's health literacy. Articles on readability and comprehension instruments explicitly used for cancer information were assembled by searching MEDLINE and Psyc INFO from 1993 to 2003. In all, 23 studies were included; 16 on readability, 6 on comprehension, and 1 on readability and comprehension. Of the readability investigations, 14 focused on print materials, and 2 assessed Internet information. Comprehension and word recognition measures were not applied to Web-based information. None of the formulas were designed to determine the effects ofvisuals ordesignfactorsthat couldinfluencereadabilityandcomprehensionofcancereducationinformation.

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Kunnur, Pamila B., and urali N. Mohana. "'Cloze Test' as a Measure of Readability: A study of the news reports published in The Hindu and The Times of India." International Journal of Social and Economic Research 6, no. 1 (2016): 118. http://dx.doi.org/10.5958/2249-6270.2016.00009.x.

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Hosey, Gwendolyn M., William L. Freeman, Frances Stracqualursi, and Dorothy Gohdes. "Designing and Evaluating Diabetes Education Material for American Indians." Diabetes Educator 16, no. 5 (October 1990): 407–14. http://dx.doi.org/10.1177/014572179001600514.

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This paper describes the methods used to develop and evaluate diabetes education material for American Indians and Alaska Natives living in Washington, Oregon, and Idaho. Reading skills of individuals and readability of a sample of existing diabetic education material were measured. Using the Wide Range Achievement Test to measure reading skills, the authors found that 66% of the sample read at a 5th "grade" or higher level. Readability of a sample of available diabetic education material was found to be, on average, at the 10th "grade" level. Diabetes education booklets targeted to a 5th to 7th "grade" level were developed and assessed for acceptability and compre hension. Final evaluation, using the cloze procedure, showed that 62 % of the target audience under stood the messages in the booklets. A comprehensive assessment process was found to be useful in developing effective diabetes education material for Indian communities.

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Kirby, John R., and Warwick R. Teasdale. "Children's Monitoring of Another's Comprehension: Effects of Reading Ability and Context." Australian Journal of Education 31, no. 1 (April 1987): 73–85. http://dx.doi.org/10.1177/000494418703100105.

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Previous research has shown that children do not monitor their own comprehension very well when reading. Theories have been advanced which emphasize the roles of capabilities and strategies in inhibiting monitoring; at least one crucial factor is that children often do not perceive that errors are possible in text. This paper describes the development of a task, the inserted cloze task, in which children are required to judge the correctness of another child's comprehension. This task elicits comprehension monitoring quite easily. An empirical study of above and below average readers in Years 3 and 4 is reported. Their performance indicates that use of prior context within the sentence poses little difficulty for either group of readers. However use of within-sentence following context is most likely in simple texts, and is the only measure which differentiates the better readers from the less able. These results demonstrate that comprehension can be elicited from even less skilled readers, but that the amount of context which must be considered is an important factor. A possible hierarchy of comprehension skills is discussed, and suggestions for the teaching of these skills are presented. It is concluded that the inserted cloze task would be useful in teaching comprehension monitoring.

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Mets, Jan. "Tekstbegrip In...?" Taaltoetsen 31 (January 1, 1988): 160–71. http://dx.doi.org/10.1075/ttwia.31.17met.

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For a number of years Dutch foreign language examinations have comprised tests of reading comprehension in only one format: the m.c. question with four options. Now research is being carried out into the feasibility of adding another format: a modified cloze in which deletions are not random but deliberate and in which options are offered. Through these modifications a number of problems adhering to the regular cloze are avoided, and at the same time it is possible to maintain the concept of reading comprehension which has thus far governed the construction of FL examinations, the idea, that is, that reading comprehension is a unitary skill to be measured by questions requiring testees to integrate related information derived from text units larger than the sentence and often from diverse elements in the text. As it was precisely this that experts doubted cloze could measure, the central question to be answered was: can an 'm.c./ fill-in tesť be constructed which appeals to the same skill as the traditional m.c. format, but which may offer certain advantages (such as greater efficiency). First of all, the new test format was applied to two texts taken from a regular exam of reading comprehension in EFL, resulting in two tests of 26 items each - in the exam the texts had been accompanied by 11 and 12 questions respectively. Next, in a linguistic analysis, the relations between the items and the text were specified. It was found that each item in the two tests required more understanding of the text than just of the immediate environment of the deletion. The specifications were then submitted to the judgement of language testing experts at Cito, who confirmed the findings in the vast majority of cases. Subsequently, the new tests and the original ones were administered to a population of over 500 Dutch students in order to tests these hypotheses: 1. The psychometric qualities of the m.c./fill in tests are just as good as those of the conventional tests, if not better. 2. The items in the m.c/fill in tests appeal to the same skill as the conventional m.citems. 3. The m.c./fill in tests are more difficult than the corresponding conventional tests. Hypotheses 1 and 3 were confirmed, allowing these tentative conclusions: the new test format is more efficient than the traditional one and offers testees less undue support in understanding texts. The second hypothesis was not confirmed, as the Rasch model for the three combinations of tests had to be rejected on formal grounds. However, as the model did not constitute an altogether inadequate description of the data, and as combining the various test formats did not affect the measure of fit negatively, it is still hoped that further analysis may show that the two formats do not appeal to fundamentally different dimensions.

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Olubunmi, Adejumo Gbadebo, and Maryam Tar. "Impact of Psychological Well-Being on the Vocabulary Acquisition Level of Nigerian Adolescents Learning French Language in Rural Settings." Asian Journal of Humanity, Art and Literature 2, no. 2 (December 31, 2015): 87–92. http://dx.doi.org/10.18034/ajhal.v2i2.298.

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There is now clearer recognition that, in a country as culturally and linguistically diverse as Nigeria, specific attention must be paid to the mental readiness of learners especially in acquiring language different from their first language or lingua franca such as French language. Vocabulary acquisition is part of the psychology of foreign language learning that has received short shrift from applied linguistics, and has been very largely neglected by recent developments in research. This study therefore examined the impact of psychological well-being on the vocabulary acquisition level of Nigerian adolescents learning French language in rural settings. Survey research design was adopted in this study. Sixty eight students from fourteen secondary schools were randomly selected for this study with age range 15 to 18 years. They were made up of 38 males representing 52.9% and 30 females representing 47.1%. Out of this sample 42% were in SS1, 36% in SS2 and 22% in SS3. All these students had French language as one of subjects they were taking in school. These schools were located in rural areas in Ogun and Oyo states, Southwest Nigeria. A questionnaire was developed to measure students’ psychological well being while cloze test was used to measure vocabulary acquisition level. The two instruments yielded 0.78, and 0.76 test-retest reliability respectively with 0, 64 Cronbach Alpha for Psychological well being measure and 0.66 for cloze test. The findings revealed low level of performance in the five subscales of Psychological Well being Measure, self-acceptance, quality ties to other, autonomy in thought and action, the ability to manage complex environments to suit personal needs and values, the pursuit of meaningful goals and a sense of purpose in life and continued growth and development as a person. The study equally reported low level of vocabulary acquisition of French language across all the levels. A significant impact of psychological wellbeing on the vocabulary acquisition of French language was found at r=0.62, adj r2=0.59 and f(1,66)= 48.26, p<0.05. It was concluded that improved psychological wellbeing will definitely leads to high level of vocabulary acquisition of French language among students even in rural areas. It was recommended that health-promoting factors for maintaining good health should be strengthened in learners for positive learning outcomes.

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Muhammad Al Saadi, Ala, Wail Muin (Al-Haj sa'id) Ismail, Muhammad Azhar bin Zailani, Tareq Mohamad Alyatim, and Zaharah Binti Hussin. "READABILITY OF THE SECOND GRADE ARABIC LANGUAGE BOOKS IN THE UNITED ARAB EMIRATES." Humanities & Social Sciences Reviews 8, no. 2 (May 4, 2020): 773–80. http://dx.doi.org/10.18510/hssr.2020.8286.

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Purpose of the study: This study aims to measure the readability of Second Grade Arabic Language books in the United Arab Emirates (UAE). Methodology: This paper discusses a quantitative survey conducted, based on previous studies which include Momni and Momni (2011), Nasser and Ibrahimi (2013) and Lami and Zoaeni (2014), to examine readability problems in Arabic language books used in UAE schools. The researchers developed a Cloze Test and performed the test on a randomly selected sample of 387 Second Grade students. Both descriptive and inferential statistics (T-Test, ANOVA) were analysed using SPSS version 22 and to examine the readability of Second Grade Arabic Language books. Main Findings: The result indicates that the students’ average score in all the readability levels to the total score of the Cloze Test is at an unsatisfactory level. There are significant differences in the level of the poetic and prose texts’ readability among the genders and different academic averages. Applications of this study: This study provides evidence that the long-term goal of the Abu Dhabi Educational Council (ADEC) has yet to be achieved. The outcomes suggest that there is a need to improve students' readability of Arabic Language books in the UAE, starting from the Second Grade. Novelty/Originality of this study: Readability of Arabic Language Book was widely explained by other researchers, but there is no study conducted on Second Grade students in UAE.

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Ownby, Raymond L., Amarilis Acevedo, Drenna Waldrop-Valverde, and Robin J. Jacobs. "Is the Cloze Procedure Appropriate to Evaluate Health Literacy in Older Individuals? Age Effects in the Test of Functional Health Literacy in Adults." Journal of Aging Research 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/194635.

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Health literacy has received increasing attention because of its importance for older individuals’ health, as studies have shown a close relation between older individuals’ health literacy and their health. Research also suggests that older individuals have low levels of health literacy, but this finding is variable and may depend on which health literacy test is used. Older individuals assessed with the Test of Functional Health Literacy (TOFHLA) score lower than younger individuals, but a previous study suggested that this may result from age-related differential item functioning (DIF) on the TOFHLA. The study reported here assessed age-related DIF in a sample of community-dwelling volunteers. Twenty-two percent of items were differentially more difficult for older individuals independent of their overall ability, and when these items were eliminated from the total score, age differences were no longer found. Performance on a working memory task predicted older but not younger individuals’ performance on the age-related items. At least part of older individuals’ apparent deficits in health literacy when assessed by the TOFHLA may be related to DIF on its items. The TOFHLA, and any measure that employs the cloze procedure to evaluate reading comprehension, should be used cautiously in older individuals.

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Taferner, Robert H., and Jun Yamada. "Crosslinguistic Image Schema Differential Hypothesis Clarifies Non-Prototypical and Polysemous Spatial Preposition ‘on’ for L2 Learners." Cognitive Semantics 7, no. 1 (April 27, 2021): 114–34. http://dx.doi.org/10.1163/23526416-07010002.

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Abstract A key question for linguistics involves how to determine and account for expressions of non-prototypical spatial relationships between languages. To address this issue, Crosslinguistic Image Schema Differential (CISD) hypothesis is introduced to examine various uses of the English preposition on produced by L2 (second language) learners. Data collection consisted of a grammar test designed to elicit and measure participants’ knowledge of the English preposition on by completing cloze sentences in English, translating these sentences into the L1 (first language), and then drawing visual images of the sentences presented as redescriptions of perceptual events, i.e., image schemas. The most remarkable findings were that two space-relational types (‘encirclement with contact’ and ‘at an edge’) and one image schema (‘concave surface’) were almost completely lacking in the Japanese learners of English (JLEs) who participated in this study. This investigation indicates that simple explicit explanations are possible utilizing the CISD hypothesis.

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Cheng, Karen Kow Yip, Amir BiglarBaygi, and Mesod Solaymani. "The Effect of Text Authenticity on the Performance of Iranian EFL Students in a C-Test." Research in Language 7 (December 23, 2009): 61–74. http://dx.doi.org/10.2478/v10015-009-0005-6.

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As part of growing efforts to understand factors affecting c-test this study aims to investigate the effect of text authenticity on the performance of Iranian EFL students in a C-Test. The C-Test is an integrative testing instrument that measures overall language competence, very much like the cloze test. In this study the rule of two has been applied: “the second half of every second word has been deleted, beginning with the second word of the second sentence; the first and last sentences are left intact” (Katona and Dornyei 1993: 35). The research involves 60 college students in their third year, majoring in English Literature at Ershad-Damavand College. This group were randomly selected applying multi-stage sampling. Since the present study intended to investigate the role of two different formats, i.e. authentic and inauthentic texts (text translated from Persian into English), two different tailored C-Tests were made to measure and compare the performances of the participants. Two C-Tests, one with Authentic Text and the other, with Inauthentic Text were administered to this homogenized group comprising 30 subjects. The findings of this study suggest that authenticity has an effect on the performance of learners in c-tests and we should control this variable while devising a c-test.

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Ismayana, Putri, Gunadi Harry Sulistyo, and Primardiana Hermilia Wijayati. "Computerized Dynamic Assessment (C-DA) on Reading Comprehension for L2 Learners of Vocational High Schools." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 11 (November 30, 2021): 1540. http://dx.doi.org/10.17977/jptpp.v5i11.14152.

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Abstract: This study focuses on developing a prototype of an assessment program on reading comprehension based on computerized dynamic assessment. The reading skills to be measure include identifying topic, main idea, the detail of the text, logical inference, an assumption, word meaning and synonym, and a conclusion. The assessment consists of two types of tests including multiple choice type and cloze procedures. Those tests contain prompts as the characteristic of dynamic assessment. The participants in this study were 316 eleventh grade students of vocational high schools. The result reveals that the product was positively agreed by most of the subjects despite the fact that they were not familiar with this assessment program. This indicates that the developed product was acceptable by eleventh grade students on vocational high schools.Abstrak: Penelitian ini fokus pada pengembangan prototipe program penilaian pada membaca komprehensif yang berdasarkan pada computerized dynamic assessment. Kemampuan membaca yang akan diukur pada tes ini, meliputi identifikasi topik, ide pokok, informasi rinci dalam teks, referensi, identifikasi anggapan, memahami makna persamaan kata, dan menyimpulkan. Produk asesmen ini terdiri dari dua tipe teS, yaitu pilihan ganda dan cloze procedures. Tes tersebut mengandung petunjuk/saran sebagai karakteristik dari dynamic assessment. Peserta yang terlibat pada penelitian ini terdiri dari 316 siswa kelas sebelas sekolah menengah kejuruan. Hasil dari pengembangan produk program penilaian computerized dynamic assessment sangat diterima dengan baik dan hampir dari seluruh peserta tidak mengenal program penilaian computerized dynamic assessment. Hal ini mengindikasikan bahwa pengembangan produk ini diterima oleh siswa terutama pada sekolah menengah kejuruan.

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Farhadi, Sima, Nader Asadi Aidinloo, and Zahra Talebi. "The Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness." Journal of Language Teaching and Research 7, no. 5 (September 1, 2016): 923. http://dx.doi.org/10.17507/jltr.0705.12.

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In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction. Eventually, a post test designed to evaluate their writing ability with the focus of metadiscourse markers was administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.

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Lv, Shangwen, Wanhui Qian, Longtao Huang, Jizhong Han, and Songlin Hu. "SAM-Net: Integrating Event-Level and Chain-Level Attentions to Predict What Happens Next." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 6802–9. http://dx.doi.org/10.1609/aaai.v33i01.33016802.

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Scripts represent knowledge of event sequences that can help text understanding. Script event prediction requires to measure the relation between an existing chain and the subsequent event. The dominant approaches either focus on the effects of individual events, or the influence of the chain sequence. However, only considering individual events will lose much semantic relations within the event chain, and only considering the sequence of the chain will introduce much noise. With our observations, both the individual events and the event segments within the chain can facilitate the prediction of the subsequent event. This paper develops self attention mechanism to focus on diverse event segments within the chain and the event chain is represented as a set of event segments. We utilize the event-level attention to model the relations between subsequent events and individual events. Then, we propose the chain-level attention to model the relations between subsequent events and event segments within the chain. Finally, we integrate event-level and chain-level attentions to interact with the chain to predict what happens next. Comprehensive experiment results on the widely used New York Times corpus demonstrate that our model achieves better results than other state-of-the-art baselines by adopting the evaluation of Multi-Choice Narrative Cloze task.

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Gafoor, Sameer, Mayank Agrawal, and Horst Sievert. "Measure Twice, Close Once." JACC: Cardiovascular Interventions 8, no. 15 (December 2015): 1942–43. http://dx.doi.org/10.1016/j.jcin.2015.09.016.

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Zhang, Yuqian, Anura De Zoysa, and Kalinga Jagoda. "The influence of second language learning motivation on students' understandability of textbooks." Accounting Research Journal 34, no. 4 (May 21, 2021): 394–411. http://dx.doi.org/10.1108/arj-07-2020-0216.

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Purpose The purpose of this study is to examine the relationship between the understandability of an accounting textbooks written in English and the language learning motivation of international students. Previous research assumed that native speakers of a language and second-language speakers would understand a given accounting text similarly and little attempt has been made to ascertain any individual differences in users’ capacity to read and understand a foreign language. Design/methodology/approach The 107 participants in this study comprised of full-time English as a Second Language postgraduate commerce students studying at a major Australian university. The authors used two-part questionnaire to examine the motivation of participants and the understandability of an accounting textbook using the Cloze test. Findings The results suggest that most international students have difficulty in understanding the textbook narratives used in this study. Furthermore, the results show that students’ motivation to learn a foreign language impacts on the understandability of an accounting textbook. Practical implications This study will help the educators, textbook publishers and students to understand the needs of ESL students. It is expected to provide guidance for authors and instructors to enhance the effectiveness of the accounting courses. Originality/value The accounting literature shows that there have been efforts by accounting researchers to measure the understandability of accounting texts or narratives. This research provided valuable insights of the learning challenges of international students and valuable recommendations to educators and publishers to enhance the delivery.

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Dubickas, Artūras. "Mahler Measures Close to an Integer." Canadian Mathematical Bulletin 45, no. 2 (June 1, 2002): 196–203. http://dx.doi.org/10.4153/cmb-2002-022-8.

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AbstractWe prove that theMahler measure of an algebraic number cannot be too close to an integer, unless we have equality. The examples of certain Pisot numbers show that the respective inequality is sharp up to a constant. All cases when the measure is equal to the integer are described in terms of the minimal polynomials.

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Feldman, J. "$\epsilon$-close measures producing nonisomorphic filtrations." Annals of Probability 24, no. 2 (April 1996): 912–15. http://dx.doi.org/10.1214/aop/1039639369.

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Lauff, Ulrich, and Sven Lochau. "Compact ethernet modules measure signals close to sensors." ATZelektronik worldwide 1, no. 4 (December 2006): 22–24. http://dx.doi.org/10.1007/bf03242102.

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Sprunger, Joel G., and Christopher I. Eckhardt. "Predicting Past and Future Dating Violence From Implicit and Explicit Violence Attitudes: An Experimental Manipulation of Provocation in Close Relationships." Partner Abuse 8, no. 4 (2017): 361–76. http://dx.doi.org/10.1891/1946-6560.8.4.361.

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This study examined implicit and explicit attitudes toward the use of violence and their capacity to predict past and future partner-directed aggression in a college dating sample. Implicit and explicit intimate partner violence (IPV) attitudes were measured and compared based on how well they identified self-reported past IPV and predicted expressed aggressive intent following a simulated dating scenario. Male and female participants (N = 106) completed self-report measures of IPV perpetration history and dating violence attitudes as well as an implicit association measure of violence attitudes. Participants were then randomly assigned to a simulated jealousy or neutral relationship scenario and subsequently indicated their desire to perpetrate physical aggression in response to it. The results indicated that implicit, but not explicit, violence attitudes predicted past-year physical IPV perpetration. Although implicit violence attitudes predicted laboratory aggression regardless of relationship provocation cues, the explicit violence attitudes only predicted aggression when relationship provocation was salient. These findings provide further evidence regarding the utility of an implicit attitudes measure in IPV risk assessment, suggest the need for additional research regarding their integration with self-report measures for predicting violence-related behavior, and have implications for investigations aimed at disrupting problematic violence attitudes.

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Barnes, Lindsey R., Eve C. Gruntfest, Mary H. Hayden, David M. Schultz, and Charles Benight. "False Alarms and Close Calls: A Conceptual Model of Warning Accuracy." Weather and Forecasting 22, no. 5 (October 1, 2007): 1140–47. http://dx.doi.org/10.1175/waf1031.1.

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Abstract The false alarm rate (FAR) measures the fraction of forecasted events that did not occur, and it remains one of the key metrics for verifying National Weather Service (NWS) weather warnings. The national FAR for tornado warnings in 2003 was 0.76, indicating that only one in four tornado warnings was verified. The NWS’s goal for 2010 is to reduce this value to 0.70. Conventional wisdom is that false alarms reduce the public’s willingness to respond to future events. This paper questions this conventional wisdom. In addition, this paper argues that the metrics used to evaluate false alarms do not accurately represent the numbers of actual false alarms or the forecasters’ abilities because current metrics categorize events as either a hit or a miss and do not give forecasters credit for close calls. Aspects discussed in this paper include how the NWS FAR is measured, how humans respond to warnings, and what are alternative approaches to measure FAR. A conceptual model is presented as a framework for a new perspective on false alarms that includes close calls, providing a more balanced view of forecast verification.

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Pascale Aebischer. "Silence, Rape and Politics in Measure for Measure: Close Readings in Theatre History." Shakespeare Bulletin 26, no. 4 (2008): 1–19. http://dx.doi.org/10.1353/shb.0.0036.

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Sadreyev, R. I., S. Shi, D. Baker, and N. V. Grishin. "Structure similarity measure with penalty for close non-equivalent residues." Bioinformatics 25, no. 10 (March 25, 2009): 1259–63. http://dx.doi.org/10.1093/bioinformatics/btp148.

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Amoroso, Francesco. "Algebraic Numbers Close to 1 and Variants of Mahler's Measure." Journal of Number Theory 60, no. 1 (September 1996): 80–96. http://dx.doi.org/10.1006/jnth.1996.0114.

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Marchal, Philippe. "Measure Concentration for Stable Laws with Index Close to 2." Electronic Communications in Probability 10 (2005): 29–35. http://dx.doi.org/10.1214/ecp.v10-1129.

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Liu, Wen-Cheng, and Wei-Che Huang. "CLOSE RANGE DIGITAL PHOTOGRAMMETRY APPLIED TO TOPOGRAPHY AND LANDSLIDE MEASUREMENTS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B5 (June 16, 2016): 875–80. http://dx.doi.org/10.5194/isprsarchives-xli-b5-875-2016.

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Landslide monitoring is a crucial tool for the prevention of hazards. It is often the only solution for the survey and the early-warning of large landslides cannot be stabilized. The objective of present study is to use a low-cost image system to monitor the active landslides. We adopted the direct linear transformation (DLT) method in close range digital photogrammetry to measure terrain of landslide at the Huoyen Shan, Miaoli of central Taiwan and to compare measured results with e-GPS. The results revealed that the relative error in surface area was approximately 1.7% as comparing the photogrammetry with DLT method and e-GPS measurement. It showed that the close range digital photogrammetry with DLT method had the availability and capability to measure the landslides. The same methodology was then applied to measure the terrain before landslide and after landslide in the study area. The digital terrain model (DTM) was established and then was used to calculate the volume of the terrain before landslide and after landslide. The volume difference before and after landslides was 994.16 m3.

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Liu, Wen-Cheng, and Wei-Che Huang. "CLOSE RANGE DIGITAL PHOTOGRAMMETRY APPLIED TO TOPOGRAPHY AND LANDSLIDE MEASUREMENTS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B5 (June 16, 2016): 875–80. http://dx.doi.org/10.5194/isprs-archives-xli-b5-875-2016.

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Landslide monitoring is a crucial tool for the prevention of hazards. It is often the only solution for the survey and the early-warning of large landslides cannot be stabilized. The objective of present study is to use a low-cost image system to monitor the active landslides. We adopted the direct linear transformation (DLT) method in close range digital photogrammetry to measure terrain of landslide at the Huoyen Shan, Miaoli of central Taiwan and to compare measured results with e-GPS. The results revealed that the relative error in surface area was approximately 1.7% as comparing the photogrammetry with DLT method and e-GPS measurement. It showed that the close range digital photogrammetry with DLT method had the availability and capability to measure the landslides. The same methodology was then applied to measure the terrain before landslide and after landslide in the study area. The digital terrain model (DTM) was established and then was used to calculate the volume of the terrain before landslide and after landslide. The volume difference before and after landslides was 994.16 m3.

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Meng, Li, Hu Ping, and Ma Liang. "Research on the reinforcement measures of close-parallel tunnels." E3S Web of Conferences 198 (2020): 02030. http://dx.doi.org/10.1051/e3sconf/202019802030.

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Based on shallow parallel underground tunnel and double-line shield tunnel of Jinan Rail Transit Line R3, this paper proposes two reinforcement measures including bored piles and curtain grouting in the middle of the tunnel, making a numerical analysis and comparison of the reinforcement effect. The results show that the influence of later tunnel construction on the deformation of earlier tunnel can be effectively reduced after taking two reinforcement measures respectively and the reinforcement effect of the bored piles is better.

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Journal articles on the topic 'Cloze Measure'

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