Cloze Procedure¶

Strategy · All strategies
Evidence · 4 claims (3 for, 1 mixed) · 11 studies (4 quant-synthesis, 4 review, 2 theoretical, 1 causal), q1–q4 · 4 of 11 report an effect size

Description¶

The cloze procedure removes selected words from a text — systematically (every nth word) or strategically (key vocabulary, connectives, grammatical structures) — and asks learners to supply the missing items. Because learners must use sentence context, syntax, and semantic cues to generate plausible replacements, the procedure converts passive reading into active construction of meaning.

Design Implications¶

Cloze tasks work because generation requires deeper processing than recognition: retrieving or constructing a word produces stronger memory traces than simply reading it active learning improves exam performance. [+M]. The procedure doubles as a diagnostic — error patterns reveal whether gaps lie in vocabulary, syntax, or background knowledge, making it useful for Assessment for learning Assessment for learning improves achievement. [+M]. Deletion choices determine what is practiced: deleting connectives trains discourse comprehension; deleting content words trains vocabulary in context.

Context¶

Requirements¶

• A text at an appropriate difficulty level — if too many words are unknown, learners cannot use context at all
• A principled deletion rule (fixed-ratio every 5th–10th word for general assessment; selective deletion for targeted instruction)
• A follow-up step where learners compare their completions against the original or discuss alternatives — the discussion of why a word fits is where much of the learning occurs

Constraints¶

• Fixed-ratio cloze can force learners to guess at arbitrary words unrelated to the learning goal, adding extraneous load Chunking reduces working memory load. [~M] — selective deletion aligned to objectives is generally superior for instruction
• Only the first letter or exact original word is "correct" in scoring, yet many contextually valid synonyms exist; rigid scoring penalizes legitimate comprehension
• Weak readers with limited vocabulary cannot exploit context cues, so cloze can frustrate precisely the learners it is meant to help [-M]
• Excessive deletion density (beyond roughly 1 in 5–7 words) destroys text coherence and makes reconstruction guesswork [-M]

Implementation Variability¶

• Maze cloze: each deletion offers three multiple-choice options — lowers production demands, suitable for early readers
• Selective/modified cloze: delete only target structures (prepositions, conjunctions, academic vocabulary) for focused practice
• Group oral cloze: learners negotiate completions aloud, adding Collaborative Learning discussion of textual evidence
• Self-generated cloze: learners create deleted-word texts for peers, shifting them to author perspective

Target Learners¶

• Developing readers in upper elementary through adult literacy contexts, once decoding is reasonably automatic Automatic word recognition frees resources for comprehension. [+M]
• Second-language learners practicing contextual vocabulary inference [~M] — effective when most of the surrounding text is already comprehensible
• Less suitable for beginning decoders, who lack the fluency to hold sentence meaning in mind while reconstructing a gap

Target Learning Goals¶

• Reading comprehension: using context and syntax to construct meaning
• Vocabulary acquisition: inferring and retrieving word meanings in context
• Grammatical sensitivity: recognizing which word classes fit which slots
• Formative assessment: diagnosing comprehension breakdowns from error patterns

Instructions¶

1. Select a text slightly below the learner's independent reading level so context remains usable.
2. Choose a deletion rule — fixed ratio for general practice, selective deletion for target structures or vocabulary.
3. Prepare the gapped text, keeping deletion density at roughly 1 word per 5–10.
4. Have learners complete the passage, encouraging them to read ahead and back before committing (Annotating margins with reasoning supports this).
5. Review completions against the original, treating plausible synonyms as correct and discussing why alternatives do or do not fit.
6. Reread the intact passage to consolidate a coherent mental model.

Related Strategies¶

• Advance Organizers — a preview before a cloze task supplies the schema learners need to use context
• Annotating — complementary active-reading move; cloze forces reconstruction where annotating forces response
• Chunking — presenting cloze passages in manageable segments protects working memory during reconstruction

Examples¶

• Maze reading assessments in DIBELS (https://dibels.uoregon.edu) — a three-option cloze used for curriculum-based reading measurement in K–6.
• Newsela (https://newsela.com) — leveled articles with embedded Power Words activities that use fill-in-context exercises for vocabulary practice.
• ESL cloze dictation ("dictogloss") — learners reconstruct a gapped text heard aloud, combining listening, grammar, and collaborative reconstruction.

Key Sources¶

• Taylor, W. L. (1953). Cloze procedure: A new tool for measuring readability. Journalism Quarterly, 30(4), 415–433. doi:10.1177/107769905303000401
• Oller, J. W. (1979). Language tests at school: A pragmatic approach. Longman.
• Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. doi:10.1017/CBO9781139524759
• Shanahan, T., Callison, K., & Carriere, C. (2010). Improving reading comprehension in kindergarten through 3rd grade: An IES practice guide. National Center for Education Evaluation and Regional Assistance, IES, U.S. Department of Education.