Types of Reading Performance

What is the primary objective of an interactive task in reading?

Which type of processing is primarily assumed for extensive reading tasks?

What is the definition of extensive reading as described in the content?

What is typically avoided during assessment of reading skills?

Which of the following is NOT a common item format for assessing reading?

What notable aspect of classroom time is emphasized in building reading skills?

What is a characteristic of extensive reading tasks in relation to time?

How does the content describe the unique ability of certain assessment formats?

What type of reading involves focusing on letters, words, and punctuation?

Which reading type is most connected to the assessment of lexical and grammatical features within short texts?

What is a common characteristic of interactive reading?

Which task is NOT typically included in selective reading?

Which reading performance type best involves a combination of bottom-up and top-down processing?

What types of texts are most suited for interactive reading?

Which element is not considered a part of perceptive reading?

What is primarily assessed in selective reading tasks?

Reading performance can be categorized by text types rather than performance types, similar to listening and speaking.

Involves focusing on components of discourse such as letters, words, and punctuation.
Emphasizes bottom-up processing of language elements.

Focuses on assessing recognition of specific language features within brief texts.
Utilizes tasks like picture-cued activities, matching, true/false, and multiple-choice questions.
Combines both bottom-up and top-down processing techniques.

Entails engaging with longer stretches of text (several paragraphs to a page).
The reader interacts with the text using personal schemata, negotiating meaning.
Common genres include anecdotes, short narratives, questionnaires, and instructions.
Aims to identify key linguistic features while retaining processed information, primarily utilizing top-down processing.

Defined as reading texts over one page long, including articles, essays, reports, and books.
Focuses on global understanding rather than details, often read outside formal education.
Primarily involves top-down processing for comprehension.

Classroom reading skills often integrate speaking and writing but can be assessed independently.
Nonverbal response formats such as multiple-choice, matching, and picture-cued tasks allow for distinct reading assessment devoid of other language skills.