The short-context technique: an alternative for testing reading comprehension

Abstract

Traditional reading tests have been subject to mounting criticism of various kinds. This article discusses some of these criticisms and the ways in which an alternative approach - namely, the short-context technique - avoids these defects. It then reports on an attempt to construct a short-context test and the examination of its validity. The results show sufficient evidence substantiating the short-context test as an authentic measure of reading ability.