THE CLOZE PROCEDURE

PURPOSE OF THE STRATEGY

Originated by Taylor (1953), a Cloze passage contains systematically deleted words. The Cloze procedure is used to (1) determine what students already know about a given topic and (2) to assess the suitability of a new text for students by testing their prior knowledge and language competence as they attempt to fill in the deletions.

STEP 1
SELECTION
Select a passage of approximately 250 words from a text that students have not previously read. Leave a lead-in of about 25 words. For middle/high school students, underline every fifth (5th) word until you have arrived at a total of 50 words. These words constitute the missing words that the student must supply. Leave the sentences after the 50th deletion intact.

STEP 2
CONSTRUCTION
Type the 250 word selection in a double-spaced format. Leave a blank for every underlined word. Make certain that all the blanks are the same length (8-10 spaces = ________). Create an answer key of the exact replacement for the 50 missing words.

STEP 3
ADMINISTRATION
Give your students written directions. Emphasize the fact that this is not a timed test, but a way for you to determine their background knowledge of the topic. Explain that they are to first read the entire passage and then attempt to fill each blank with a word that they think the author might have used. Allow them to take as long as they need to complete the task.

STEP 4
SCORING
To score the Cloze passage, count only exact replacements. Do not count synonyms as correct. Do not penalize spelling errors. The raw score is the number of words that are correct. Double this number to find the percentage. I.e., If there are 35 correct replacements, 35 x 2 = 70%.

Cloze Scores:

A RECIPE FOR CLOZE TESTING A. Constructing a Cloze Test 1. Select passage. From the content textbook select a passage of approximately three hundred words of continuous text. The passage should be representative of the reading level of the entire _______. The material must not _______ been previously read by _______ student. Complete paragraphs should _______ used.

2. Identify words to _______ deleted. Approximately 25 words _______ be left intact as _______ lead-in to the selection. _______ underline every fifth word ________ 50 words have been ________. These words will comprise _______ missing words to be_______ by the students. Words _______ after the fiftieth deletion _______ be left intact.

3. Prepare _______ stencil. Type the selection _______ a stencil, double-space format, ________ blanks for words previously_______. Care should be taken _______ make all blanks of _______ length.

B. Administering the Cloze Test
Duplicate the test_______ distribute one mimeographed copy _______ each student. Emphasize the _______ oral directions to your ______.

1. Supply one word _______ each blank.
2. Encourage guessing, _______ students should attempt to _______ all blanks.
3. Misspellings will _______ scored as correct as _______ as they are recognizable.
4. _______ cloze test will not _______ timed.
5. Before beginning, silently ________ through the entire test. _______ will then read it _______ to you before you _______.

C. Scoring the Cloze Test
Determine each student's raw _______ in the following manner:

1.________ only exact replacements as _______. Synonyms are incorrect.

2. Misspellings _______ the only exception to ________ above rule. Do not ________ the student for spelling________.

3. Inappropriate word endings are ________.

4. The raw score will ________ the number of correct _______ for each student.

D. Classifying Student Performance

It _______ generally been found that _______ who score between 40 _______ 60 percent would benefit _______ use of the textbook. ________ scoring at this level are said to be performing at their instructional reading level. The textbook might be too difficult for those students scoring below 40 percent. It may be too easy for those scoring above 60 percent.