Includes bibliographical references (pages 241-258) and index.
This volume explores the use of summary tasks as an effective means of assessing reading comprehension ability. It reports on a series of empirical studies that investigated the development and trialling of text-removed summary completion tasks and discusses the correlation of these tasks with results from independent measures to validate text-removed summary completion as a measure of reading comprehension ability. (source: Nielsen Book Data)
Lynda Taylor, Senior Lecturer, Centre for Research in English Language Learning and Assessment (CRELLA), University of Bedfordshire and Consultant, Cambridge English Language Assessment (part of the University of Cambridge).