scholarly journals Ciri-Ciri Linguistik dalam Buku Teks Berbahasa Arab dan Hubungannya dengan Tahap Kebolehbacaan Teks di Malaysia (Linguistic Features of Arabic Textbooks and its Correlation with Text Readability Level in Malaysia)

2017 ◽  
Vol 17 (3) ◽  
pp. 152-166
Author(s):  
Kamarulzaman Abdul Ghani ◽  
Ahmad Sabri Noh ◽  
Nik Mohd Rahimi Nik Yusuff
Keyword(s):  
Linguistic Features ◽  
Text Readability ◽  
Readability Level

Assessing L2 reading texts at the intermediate level: An approximate replication of Crossley, Louwerse, McCarthy & McNamara (2007)

2008 ◽  
Vol 41 (3) ◽  
pp. 409-429 ◽  
Author(s):  
Scott A. Crossley ◽  
Danielle S. McNamara
Keyword(s):  
Second Language ◽  
Essential Elements ◽  
Linguistic Features ◽  
Authentic Texts ◽  
L2 Reading ◽  
Linguistic Differences ◽  
Text Readability ◽  
Linguistic Structures ◽  
Comprehensive Study ◽  
Reading Texts

This paper follows up on the work of Crossley, Louwerse, McCarthy & McNamara (2007), who conducted an exploratory study of the linguistic differences of simplified and authentic texts found in beginner level English as a Second Language (ESL) textbooks using the computational tool Coh-Metrix. The purpose of this study is to provide a more comprehensive study of second language (L2) reading texts than that provided by Crossley et al. (2007) by investigating the differences between the linguistic structures of a larger and more selective corpus of intermediate reading texts. This study is important because advocates of both approaches to ESL text construction cite linguistic features, syntax, and discourse structures as essential elements of text readability, but only the Crossley et al. (2007) study has measured the differences between these text types and their implications for L2 learners. This research replicates the methods of the earlier study. The findings of this study provide a more thorough understanding of the linguistic features that construct simplified and authentic texts. This work will enable material developers, publishers, and reading researchers to more accurately judge the values of simplified and authentic L2 texts as well as improve measures for matching readers to text.

scholarly journals Text Readability Level Investigation about Biology Subjects-related Units in 'Science 7 Textbook'

2021 ◽  
Vol 4 (4) ◽  
pp. 347-356
Author(s):  
Şeyda Gül ◽  
Pınar Deniz Kargin
Keyword(s):  
Learning Outcomes ◽  
Growth And Development ◽  
Document Analysis ◽  
Research Approach ◽  
Science Textbook ◽  
Analysis Method ◽  
Text Readability ◽  
Academic Year ◽  
Readability Level ◽  
Readability Formula

This study investigates text readability level investigation about biology subjects-related units in 'Science 7 Textbook'. A document analysis method was used in this study based on a qualitative research approach. The textbook, which has been used since the 2019-2020 academic year, has been selected as the study material. In the textbook, a total of 15 texts were randomly determined from two units related to biology subjects, one for each of the learning outcomes specified in the 2018 Science Course Curriculum. In calculating the readability levels of the texts, the 'Ateşman Readability Formula' was used. The findings obtained as a result of the analysis showed that the overall readability levels of the texts in both units were in the 'medium difficulty' category. Furthermore, when the findings of each unit were examined on a subject basis, it was determined that the texts belonging to all of the topics included in both units (Cell and Divisions, Reproduction, Growth and Development in Living Beings) were found in the 'medium' category. These findings were interpreted as the science textbook prepared for the seventh grade for the student level in terms of readability.

scholarly journals The Effect of Textbook Readability on Students’ Reading Comprehension

2016 ◽  
Vol 4 (1) ◽  
pp. 42-54
Author(s):  
Dinar Vincy Yunitaka Bahrudin
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Language Learners ◽  
Junior High School ◽  
Language Skills ◽  
School Students ◽  
Text Readability ◽  
Readability Level ◽  
Central Purpose

Language learners should learn reading skill as one of four language skills. It is to make learners' ability on foreign language becomes more comprehensive. The purpose of reading is to improve the understanding about the content of the text and it is the central purpose of language learners. Text readability level is also influenced by the readers’ motivation, ability, and interest.  Thats whay in selecting reading texts, the teacher should concern to text readability level and the student language level. Students' level must be related with text readability level, so that it is inappropriate to give junior high school students difficult text such as a difficult scientific text. Therefore this study conclude that the is an effect of textbook readability on students reading comprehension.

scholarly journals Fundamentals of materials (text readability evaluation)

2021 ◽  
Vol 274 ◽  
pp. 12006
Author(s):  
Aleksander Kiselnikov ◽  
Diliara Vakhitova ◽  
Tatiana Kazymova
Keyword(s):  
Significant Role ◽  
English Language ◽  
Pearson Correlation ◽  
Construction Materials ◽  
The Other ◽  
Academic Level ◽  
Text Readability ◽  
Core Subject ◽  
Readability Level

Fundamentals of materials represent a core subject at engineering universities dealing with various construction materials. The study of the discipline and the acquiring of knowledge demand a properly designed manual. Apart from content, manual authors should pay attention to the way they compose the text. Different tools are applied to assess the quality of a manual (its difficulty, complexity, readability). Readability formulae play a significant role in the sphere. Dealing with quantitative parameters of a text (the length of sentences, the length of words and others), readability formulae are able to predict the level of text readability and relate the text to a potential reader in respect to their age and academic level. Flesch-Kincaid Readability Level formula is chosen to analyze two manuals: one comes in the English language, the other – in Russian. The idea is to check how readable the texts of both manuals are. 17 English and 17 Russian texts are taken for the analysis. Pearson correlation is applied to illustrate whether the manuals demonstrate decrease or increase of the readability level of texts throughout the books.

Text Readability Level and Developmental Differences in Context Effects

1982 ◽  
Vol 14 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Frederick M. Schwantes
Keyword(s):  
Grade Level ◽  
Context Effects ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Developmental Differences ◽  
The Third ◽  
Text Readability ◽  
Readability Level ◽  
Target Words

Vocalization latency of target words which were either congruous or incongruous with a story context was measured. The readability level of the story contexts was varied. Third and sixth grade children each read stories which were of grade-appropriate level as well as stories with readability levels which were above their present grade level. The effect of story context on mean vocalization latency was greater for the third as compared to the sixth graders when grade-appropriate level stories were presented. However, these developmental differences in context effects were reduced when more difficult readability level stories were presented.

Using computerized text analysis to examine associations between linguistic features and clients’ distress during psychotherapy.

2020 ◽  
Author(s):  
Natalie Shapira ◽  
Gal Lazarus ◽  
Yoav Goldberg ◽  
Eva Gilboa-Schechtman ◽  
Rivka Tuval-Mashiach ◽  
...  
Keyword(s):  
Text Analysis ◽  
Linguistic Features ◽  
Computerized Text Analysis
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