The Influence of Text Difficulty and Reading Ability on Korean EFL Readers’ Summary Writing

2021 ◽  
Vol 22 (1) ◽  
pp. 11-20
Author(s):  
Soojin Ahn
Keyword(s):  
Reading Ability ◽  
Text Difficulty ◽  
Summary Writing

Selection of Malay Language Reading Material Based on Readability Factors

2021 ◽  
Vol 12 (3) ◽  
pp. 497-502
Author(s):  
Dahlia Janan Et.al
Keyword(s):  
Reading Ability ◽  
Sentence Structure ◽  
Font Size ◽  
Text Difficulty ◽  
Reading Material ◽  
Reading Abilities ◽  
Reading Materials ◽  
Present Text ◽  
Selection Of

In this paper the author discuss the methods that can applied to select reading material that is appropriate to the reading ability of students. The old assumption that books or materials that written for a certain level is appropriate for all students in that particular level, needs to be changed. This is because students who isin a certain level have different reading abilities. Therefore, this paper will introduce the understanding of readability factors as one way of selecting appropriate reading material for students. The level of readability for reading materialsare influenced by a variety of factors, including the reader, environment and reading material. This article focuses on reading material factors such as clear font size and style, illustration and colour, vocabulary and sentence structure. Further, this article will present text difficulty analysis through the analysis of vocabularies. This paper conclude that vocabulary factor should not be overlooked and teachers must understand this because reading materials can be difficult when vocabulary that appear in the reading material does not fit to the level of the reader.

scholarly journals Text Readability: A Snapshot

2019 ◽  
Vol 2 (1) ◽  
pp. 26-29
Author(s):  
Rafizah Mohd Rawian
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Ability ◽  
Material Selection ◽  
Text Difficulty ◽  
Reading Material ◽  
Text Readability ◽  
Reading Materials ◽  
Readability Formula ◽  
Readability Formulas

Selecting suitable reading materials are taxing and challenging for many English instructors. Text readability analysis can be used to automate the process of reading material selection and also the assessment of reading ability for language learners. Readability formulas have been broadly used in determining text difficulty based on learners’ grade level. Based on mathematical calculations, a readability formula examines certain features of a text in order to provide best rough approximations as an indication of difficulty. This paper reflects some aspects and issues of readability analysis.

scholarly journals The Effect of Vocabulary Knowledge on Chinese English Learners’ Reading Comprehension

2017 ◽  
Vol 7 (4) ◽  
pp. 45
Author(s):  
Tongqing Gu
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Reading Ability ◽  
Multiple Choice ◽  
Two Dimensions ◽  
Vocabulary Knowledge ◽  
Summary Writing ◽  
Efl Context ◽  
Comprehension Ability ◽  
Vocabulary Depth

Vocabulary knowledge is the foundation of English learning. This study, based on vocabulary knowledge frameworks, aims to further explore the effect of two dimensions of vocabulary knowledge i.e. breadth and depth of vocabulary knowledge, on two types of reading comprehension tasks, i.e., standard multiple choice question and summary writing in Chinese EFL context. 124 English majors in a Chinese university were randomly selected, and their vocabulary knowledge and reading comprehension ability were tested. The results of the study showed that both breadth and depth of vocabulary knowledge make contributions to reading comprehension; the breadth of vocabulary knowledge has a greater predictive power on multiple-choice reading comprehension than the depth of vocabulary, while vocabulary depth was the stronger predictor of post-reading summary writing. The results indicate that teachers need to attend to vocabulary knowledge and improve learners’ reading ability by enhancing their vocabulary knowledge.

scholarly journals Subjective Text Difficulty: An Alternative Approach to Defining the Difficulty Level of Written Text

1981 ◽  
Vol 13 (2) ◽  
pp. 165-172 ◽  
Author(s):  
Lynne Tamor
Keyword(s):  
Reading Ability ◽  
A Priori Estimates ◽  
A Priori ◽  
Psychological Research ◽  
Individual Performance ◽  
Difficulty Level ◽  
Text Difficulty ◽  
Written Text ◽  
Priori Estimates ◽  
Difficulty Scale

This paper outlines three operationalizations of the notion of text difficulty; text-based (objective), performance-based (behavioral), and a combination of the two (subjective). Text-based approaches such as readability formulae view “difficulty” as a characteristic residing in the text itself. Behavioral approaches disregard the text and focus solely on the performances of individual readers. The subjective approach outlined here matches a priori estimates of reading ability to objective measures of text difficulty to establish a criterion for each individual reader. Texts falling below the criterion according to the objective difficulty scale are defined as subjectively “easy”, those above the criterion are defined as subjectively “hard”. It is argued that individual performance characteristics are in part a function of subjective difficulty and that psychological research linking reading performance with general individual difference factors must therefore control for the subjective difficulty of texts used in research studies.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Question Wording Effects in the Assessment of Global Self-Esteem

2000 ◽  
Vol 16 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Martin Dunbar ◽  
Graeme Ford ◽  
Kate Hunt ◽  
Geoff Der
Keyword(s):  
Reading Ability ◽  
Factor Model ◽  
Self Esteem ◽  
Reading Scores ◽  
Poor Reading ◽  
Method Effect ◽  
Two Samples ◽  
Positive Item ◽  
Method Effects ◽  
Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

What Do We Really Mean by Text Difficulty?

2012 ◽  
Author(s):  
Meghan M. Parkinson ◽  
Patricia A. Alexander
Keyword(s):  
Text Difficulty
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