Comprehending Text and Comprehension Tests

Abstract

Four different categories of reading tests are discussed with special attention to their relevance for reading comprehension. Diagnostic and phonic tests serve special functions, but pronunciation, or word tests are often assumed to be measures of comprehension. A detailed critique of one of these, the Schonell Graded Reading Test (R1) is presented and some explanations are suggested for the type of error usually made on this type of test. Several different types of comprehension tests exist, and these are discussed. A different comprehension test which distinguishes between the ability to comprehend material presented aurally and the ability to comprehend the same material in its printed form is presented. The relationship between pre- and post-lexical phonology is also discussed in relation to reading tests.