Using the DASH Method to Measure Reading Comprehension

Abstract

Vocabulary knowledge has been recognized by researchers as a critical component of reading comprehension, not only as a means to facilitate first language acquisition but also as an integral element in the learning of English as a second or foreign language. To reduce the effect of insufficient vocabulary knowledge during reading, a compensatory strategy for many English as a foreign language (EFL) readers is dictionary consultation. Several studies have investigated the effect of dictionary use on second language reading comprehension; however, findings have been inconclusive. It is our contention that the reasons behind the inconsistent research findings stem from different manipulations of the related variables influencing reading comprehension. To help moderate the effect of these variables, an innovative experimental approach, the duplicated answer sheets (DASH) method, was designed with the purpose of investigating the influence of dictionary use on text comprehension using a timed‐interval assessment. With this in mind, the DASH was given to five proficiency‐leveled groups of EFL students at a university in Taiwan. The groups were further divided into participants who used dictionaries and those who did not. The results indicate that dictionary use has little effect during the early stages of testing. However, during subsequent test intervals dictionary use seems to benefit learners' text comprehension, regardless of proficiency level. This research provides strong evidence that second language learners, given enough time, will benefit from using dictionaries as a tool to assist in text comprehension.