Reading theory and practice: Two sides of the same coin? The relationship between assessment professsionals' perceptions of the reading process and reading assessment instruments

摘要

This qualitative study explored the relationship between assessment professionals' perceptions of the reading process and the methods/materials they use to assess or document reading growth. The study investigated factors which contribute to a belief system about reading as well as the teaching and testing of it. Open-ended questionnaires were used for the first stage of data collection. Three interviews were conducted to gain further insights.;The key findings included: (a) the perceptions of reading and assessment fell into three models: (1) holistic; (2) skills; and (3) subskills. There was also a hybrid group, which had characteristics of these models intermingled; (b) the background (i.e., educational training, professional interests and habits) of participants appeared to differ depending on their professional role; and (c) a minority of respondents consistently applied their belief system to their practice. Highlights of the study are presented and recommendations for further research are proposed.