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Taylor, Alan M. – Reading in a Foreign Language, 2010
The author really enjoyed reading the study by Cheng and Good (2009). The results of their study seem especially interesting from the point of view of reading comprehension. Indeed, their results mirror to some degree Joyce's (1997) study, in which glossing actually had a somewhat negative effect on third semester second language (L2) readers'…
Descriptors: Reading Comprehension, Second Language Learning, Instructional Materials, Difficulty Level
Freedle, Roy O. – Harvard Educational Review, 2010
In this commentary, the author discusses two recent replications (Santelices & Wilson, 2010; Scherbaum & Goldstein, 2008) of some of his earlier work on SAT items using the differential item functioning (DIF) statistic wherein he contrasted the test performance of African American examinees with White examinees (Freedle, 2003). In this…
Descriptors: College Entrance Examinations, Test Bias, Test Items, Difficulty Level
Joiner, Elizabeth G. – 1984
There is growing evidence that the best way to prepare students to cope with authentic oral and written texts they will encounter in actual situations is to introduce such texts into the classroom as early as possible. The selection of texts appropriate for beginning students involves examination of the texts themselves and consideration of the…
Descriptors: Class Activities, Difficulty Level, Instructional Materials, Listening Comprehension
Adams, Hazard – 1990
The notion of literature's difficulty must have begun with its first interpreter. Biblical readings sometimes allegorized scripture into moral precept, while occult readings (i.e., Gnostic writings) often carried an implication that such texts are either for an elite readership or represent the essence of a tradition of spiritual truth under…
Descriptors: Difficulty Level, English Curriculum, Higher Education, Literary Criticism

Armbruster, Bonnie B.; Anderson, Thomas H. – Remedial and Special Education (RASE), 1988
The article discusses three features of content area textbooks that make them relatively easy to read, understand, and learn from--structure, coherence, and audience appropriateness. For each feature, the article describes the research basis for the feature, outlines problems with existing textbooks, and presents suggestions for evaluating…
Descriptors: Coherence, Content Area Reading, Difficulty Level, Elementary Secondary Education
Chall, Jeanne S. – 1981
One of a series dealing with current issues affecting language arts instruction, this paper focuses on the conceptions and misconceptions of readability. The paper begins by noting that over the years, researchers in readability have had two major goals: to determine what makes written materials easy or difficult to read and comprehend, and to…
Descriptors: Content Analysis, Difficulty Level, Educational Trends, Elementary Secondary Education
Menting, Jan P. – 1984
Oral production (the speech act) and the comprehension of written and oral texts have long been treated as separate entities when they could be used in an integrated approach to teach a broader range of language skills. The receptive aspects of the speech act should be brought into language instruction and used to select materials for teaching…
Descriptors: Classroom Techniques, Communicative Competence (Languages), Difficulty Level, Educational Strategies
Purves, Alan C. – 1990
Assessors of literature learning have long been concerned with the issue of difficulty and the fundamental contradictions in the term "examination of literary understanding." An alternate view of literature is that although texts are finally indeterminate, a group of them has been set aside by communities as forming a part of the…
Descriptors: Community Attitudes, Community Influence, Difficulty Level, English Curriculum