The word CLOZE is derived by the concept of closure, which Gestalt psychologists applied to the human habit of completing a pattern, by mentally filling in gaps. For example if a square is being drawn and there are only three sides shown, mentally we close the gap in our mind and recognise the shape of the figure as a square.

Similarly, if part of a circle is drawn, and a part is left out, we again fill in the information in our brain and recognise the shape as a circle.

It was Taylor, a psychologist, in 1953 who argued that if words were deleted from a passage a reader might close those gaps and put in the missing words. Hence the word CLOZE – which really means ‘close the gap.’

The Cloze procedure is a technique which deletes words from a passage of text according to a word count procedure or other criteria. It can be called a fill-in-the-blanks exercise, where the learner uses clues from the context to provide words that have been removed from the text. A cloze procedure is a test of reading comprehension, as responses show both text comprehension and language mastery levels.

How can we use this theory and enhance the teaching of children? Using the Cloze procedure enables children to work more carefully - they interact with words as they move within text.  They appreciate the value of alternatives, opinions and discussion.

In closing gaps, how often should gaps occur? It has been the subject of great debate that every 5th word deleted is suitable for an adult and one in every 10th word is more suitable for small children.

However after a great debate at the University of Michigan, it was found that no significant difference was to be found whether it be the   6th, 8th or 10th  word. However, there was a difference if less than 5 words were left between gaps.

What is the purpose of using Cloze for pupils?  This method of working can be used to encourage pupils to think critically and analytically about text and content.

It can be used to identify pupils’ knowledge and understanding of the reading process and to determine which cueing systems readers effectively employ to construct meaning from print. It can be used to assess the extent of a  pupil’s vocabulary and knowledge of a subject.  Finally it can be used to encourage pupils to monitor for meaning while reading.

Cloze is suitable for all pupils from 5 years to 18+.  When introducing Cloze to pupils present it orally as a class activity. Let children discover for themselves that there may be a number of acceptable alternatives. In KG classes, introduce Cloze orally. Talk to the children; introduce a known story and then leave out a few adjectives and nouns.

Once upon a time there was a big _________ wolf.  What kind of wolf?  Was he a....... good wolf?........ A bad wolf? ......

Right from the beginning the children will offer alternative words. They will learn from this activity that there is no one correct answer! At standard one and two level, allow pupils to work in pairs to fill in gaps.

This gives them greater insight into alternatives and allows discussion of the text. Start off with familiar stories, from their reading scheme, moving to unseen work as they mature. As they become more competent in reading increase the cloze. Move from the known to the unknown in stories and from fiction into non-fiction.

In the High School, the Cloze procedure can be used extensively but the teacher needs to check that the pupils understand what is required of them. Establish procedures or rules: no spelling errors, you need to use exciting and mature language, use only language which is specific, work will be timed etc. 

Some pupils need extra help in the form of extra clues with cloze passages. Answers might be given in a random fashion at the bottom of the sheet. Words or phrases might be given at the beginning of the sheet. A choice of answers might be given under the gap, though this leads to guessing. Multiple choice in cloze can lead to confusion.

There are various layouts in which we can present Cloze. You might have the word shape and the initial letter in the gap, or you might have the word shape only. Then again you might have the initial letter plus the word length. Summarised these are some alternatives:

*Word shape + initial letter.
   
*Word shape only.  

*Initial letter plus word length.   

*Word length only.

*Space with a line, dotted or vertical.

*No line, just a space.

*Numbers in front of the line.

*Numbers at the end of the line.

*Numbers in the middle of an empty space.

Some children find it difficult to predict a word when they see a number and are loath to interrupt their flow of reading: 

Once upon a time in a far off land there  1. _________ a beautiful, kind princess who 2._________ in a tower.

It has been found that to present the number at the end of the line gets over this problem!

Once upon a time in a far off land there _________ 1. a beautiful, kind princess who _________ 2. in a tower.

In some published Cloze exercises no line is shown, only a number placed in the centre of the space. This has been found to be a disturbing layout, especially for children who find the passage difficult.

Once upon a time in a far off land there   1               a beautiful, kind princess who      2       in a tower.

Cloze passages need to be carefully constructed to match the reader. Teachers need to make sure that their pupils are used to working with such passages and with the method. When devising the layout ensure that the final layout does not seriously affect the results. It is up to the individual teacher to experiment with the text and the method indicating the gap to be closed and the frequency of deletion.

Start off by supplying a choice of two words for a blank:

Hannibal kept his  _____________________  (cows/elephants) hidden in some trees, so they did not know what the ______________________ (men/children) were doing.

 
When pupils have used this technique and can replace the words with a choice, then go on to provide passages in which every fifth or tenth word is deleted and the starting letter provided.

The soldiers cut the ropes that held the r ________ . They floated out into the r________ carrying the elephants.  They waved their t________ and made a great noise.

When the learners are successful at this last method, then indicate only a blank with no clues.  Accept a word if it is reasonable.

Other tips on preparing Cloze exercise include the following techniques:

*Select a self-contained passage of a length appropriate for the grade level of the pupils being assessed.
*Leave the first and last sentence and all punctuation intact.

*Use a word count formulae: every fifth word or other criteria.

*Use semantic clues; delete content words which carry meaning such as nouns, main verbs, adjectives and adverbs.

*Delete some conjunctions, prepositions and auxiliary words to assess use of syntactic clues.

*Ensure that all blanks are of equal length. Avoid visual clues about omitted words.

*Give instructions that students read the entire passage before they fill in the blanks.

*Note the time necessary or taken to complete the passage.

*Instruct students to reread their passage.

The benefits of the Cloze Procedure cannot be stressed enough. Using cloze enables pupils to think through the passages with much more care and intensity than they would normally do. The pupils are encouraged to interact with the text – they read around the missing word. Children get the benefit of a variety of interpretations and evaluate a range of alternative words.

The more efficient reader shows the less efficient reader how to locate clues and gets immediate peer group explanations for any parts that have not been understood.

Exchanging opinions and interpretations enables children to clarify their reasoning and to develop their thinking and language skills. Listening to discussion and exchange enhances children’s language.

When using Cloze it is easy to administer but needs the correct introduction. Remember the better reader can think of alternative words for the gaps but the weaker readers need clues. Cloze can be used as ‘time filler’ in classrooms using commercially produced materials. However, the true value in the use of Cloze is when it has been prepared and the choice of deletion and display has been planned by the teacher.