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293 | PART FOUR : READING INSTRUCTION AND ASSESSMENT rather than linearly follow the original structure of the text, as most students do, and connecting them by means of cohesive devices . They may also have to engage in selecting some of the elaborations, to make the summary text informative enough . When offered a choice, most students, in the studies carried out by me and by my students, preferred to perform the task in Hebrew . Students should be allowed to perform the task in their L1 for three major reasons : a ) summarizing, as I have pointed out earlier, is a demanding task ; ( b ) ( students find it difficult to think metacognitively in L2 ( see : PART ONE, Chapter 3, 3 . 2 . ; and ( c ) the assessment of reading comprehension and summarizing should not turn into an assessment of L2 written proficiency see : Segev Miller, 2004 in Hebrew ) . ( One of the major disadvantages of standardized reading assessments is that they may not reflect how students would read the texts in the...
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