Abstract

This study investigated the validity of the Reading Level Achievement Test of the English Language Center (ELC) of Brigham Young University. Test validation is a complicated process that involves evaluation of various types of validity. It was beyond the scope of this study to investigate different types of validity of the Reading LAT. The present study was only focused on the exam's construct validity. In an effort to validate the LAT, various models of reading comprehension were examined with the purpose of defining the construct of academic reading comprehension. The TOEFL academic reading framework was chosen to be the construct of academic reading comprehension for the present study. The ELC's reading objectives and the Reading LAT items were compared to the construct of academic reading comprehension as defined in the TOEFL framework. The results of this comparison suggest that neither the current ELC reading objectives, nor the current ELC Reading LAT adequately measures students' academic reading comprehension as defined in the construct.

Degree

MA

College and Department

Humanities; Linguistics and English Language

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2009-04-16

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd2884

Keywords

reading, reading comprehension, academic reading, validity, construct validity, TOEFL

Included in

Linguistics Commons

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