The Test at the Gate
Models of Literacy in Reading Assessment
Bibliographic Data
| ID | 10817442 |
|---|---|
| Authors | Clifford Hill (Columbia University), Kate Parry (City University of New York) |
| Year | 1992 |
| Volume | 26 |
| Issue | 3 |
| Pages | 433 |
| Publication date | 1992-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3587173 |
| OpenAlex | W2022752941 |
| Language | EN |
| Citations received | 9 |
| References cited | 14 |
For many students throughout the world, success depends not only on the ability to read in English but on the demonstration of that ability through publicly recognized examinations. These exams are based on two separate traditions, one originating in Britain, the other in the United States; they vary considerably in form, yet there is a fundamental similarity in the demands they make and in the kind of reading they effectively teach. We describe this similarity with respect to what Street (1984) calls the autonomous model of literacy, one which assumes that text, reader, and the skill of reading itself can be viewed as autonomous entities. In criticizing this view, we present an alternative approach, described as a pragmatic model of literacy, which treats text as social instrument, readers and writers as embodying social identities, and the skill of reading as extending beyond decoding and use of relevant knowledge to socially structured negotiation of meaning. We utilize these contrasting models of literacy to describe the limitations of reading tests and argue for an alternative approach to assessment that reflects the social dimension of literacy activities. Within such pragmatically oriented assessment, reading and writing are viewed as inseparable
Biology · Linguistics · Literacy · Mathematics education · Pedagogy · Reading (process) · Test (biology) · Discourse Analysis in Language Studies · Media, Communication, and Education · Philosophy · Psychology · Reading and Literacy Development
Language and Literacy in African Contexts
Language testing and assessment (Part I)
«In King Cambyses’ Vein»
Bilingualism, Cognitive Flexibility, and Electronic Literacy
Culture, Literacy, and L2 Reading
The Interaction between Task and Meaning Construction in EFL Reading Comprehension Tests
Demystifying the Toefl® Reading Test
A confirmatory approach to differential item functioning on an ESL reading assessment
ESL Reading Strategies
Teaching language as communication
Course in General Linguistics
The Psychology of Literacy
The Logic of Writing and the Organization of Society
Literacy in Traditional Societies
Literacy in Theory and Practice
Orality and Literacy
New approaches to instruction
Oral or Written Language
From Utterance to Text
The Logic of Writing and the Organization of Society
Religious Observance in Tibet
The Consequences of Literacy
| Citations per year | 0.26 |
|---|---|
| Citation span | 1992 - 2020 (29) |
| Highly cited | No |