A Correlational Investigation into Sub-skills of Reading Comprehension: Evidence From Thai Reads
Year: 2021
Type: conference-paper
Study design: Observational Study
Abstract: A standardized test of English reading comprehension is typically well-constructed to permit a reliable classification of different achievers e.g., high, moderate and low.The Thai-READS or Thai Reading Evaluation and Decoding System is one of the tools used to trace the EFL undergraduate students' reading comprehension abilities.The test system of the Thai-READS had been designed to show the abilities of students in reading comprehension with three sub-skills, namely, Literal, Reorganization, and Inferential.The sub-skills have been proved to have correlation with each other but lack of tangible evidence has shown.However, it also has a strength to illustrate students' abilities in each sub-skill with three levels of difficulty e.g., low, moderate, and high.The need to take a closer look at relationships in different levels of difficulty in each sub-skill is a missing gap the area of language assessment.With the functional availability in the Thai-READS, therefore, this study aims to investigate correlations of three levels of difficulty within each sub-skill.This research was conducted with 190 English-majored undergraduate students at one public Thailand university in Bangkok.The main research instrument is the Thai-READS which was adapted for cultural-bias reduction.The participants took the Thai-READS via online system.The Pearson correlation was used to analyse the data.The results revealed that there were significant correlations between the three sub-skills.The three levels in Inferential sub-skill showed significant correlations.However, the three levels in Literal and Reorganization sub-skills had significant and insignificant correlations.
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W3137526429