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Tugrul Gökmen Sahin; Mehmet Coskun – International Journal of Psychology and Educational Studies, 2023
The texts in the textbooks are one of the basic materials in terms of conveying elements such as achievement, value, and competence in the curriculum. The fact that the texts are suitable for the level of the students helps the students understand and analyze the text better. In this study, it is aimed at determining the readability levels of the…
Descriptors: Readability, Turkish, Textbooks, Anxiety
Carcamo, Benjamin – HOW, 2023
At the end of high school in Chile, it is expected that students achieve a B1 English language proficiency level. In the present article, we measure the level of readability of the texts used in the new EFL Chilean textbook and compare it with the readability level of the texts used in the Cambridge B1 preliminary exam to check its appropriacy.…
Descriptors: Readability, English (Second Language), Second Language Learning, Second Language Instruction
Teksan, Keziban; Sügümlü, Üzeyir; Çinpolat, Enes – Journal of Language and Linguistic Studies, 2020
The present study aims to determine the readability and clarity levels of certain Turkish tales for middle-school students. The study was conducted with a survey model. The study material consists of three tales each chosen from the books titled "Az Gittik Uz Gittik" and "Masal Masal Içinde," and the study group consists of 90…
Descriptors: Readability Formulas, Readability, Turkish, Middle School Students
Cárcamo Morales, Benjamín – TESOL Journal, 2020
This article evaluates the mandatory English as a foreign language textbooks provided by the government in Chile in terms of readability and types of questions. Three readability formulas are used to analyze the texts: Flesch Reading Ease, Flesch-Kincaid Grade Level, and Coh-Metrix L2 reading index (RDL2). To evaluate the cognitive demands that…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Dahl, Amanda C.; Carlson, Sarah E.; Renken, Maggie; McCarthy, Kathryn S.; Reynolds, Erin – Language, Speech, and Hearing Services in Schools, 2021
Purpose: Complex features of science texts present idiosyncratic challenges for middle grade readers, especially in a post-Common Core educational world where students' learning is dependent on understanding informational text. The primary aim of this study was to explore how middle school readers process science texts and whether such…
Descriptors: Science Materials, Textbooks, Difficulty Level, Readability
Wang, Zuowei; O'Reilly, Tenaha; Sabatini, John; McCarthy, Kathryn S.; McNamara, Danielle S. – Grantee Submission, 2021
We compared high school students' performance in a traditional comprehension assessment requiring them to identify key information and draw inferences from single texts, and a scenario-based assessment (SBA) requiring them to integrate, evaluate and apply information across multiple sources. Both assessments focused on a non-academic topic.…
Descriptors: Comparative Analysis, High School Students, Inferences, Reading Tests
McCarthy, Kathryn S.; Guerrero, Tricia A.; Kent, Kevin M.; Allen, Laura K.; McNamara, Danielle S.; Chao, Szu-Fu; Steinberg, Jonathan; O'Reilly, Tenaha; Sabatini, John – Grantee Submission, 2018
Background knowledge is a strong predictor of reading comprehension; yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students' ability to comprehend and learn from science texts. High school students (n = 3650)…
Descriptors: Knowledge Level, Reading Comprehension, High School Students, Pretests Posttests
Rehm, Christopher J.; Selznick, Benjamin S. – Journal of Leadership Education, 2019
Leader self-efficacy (LSE) is a construct studied in adults and college students which is associated with leader emergence, individual performance, and group performance. However, to date, it has not been heavily examined in youth. Therefore, a five-item youth LSE scale was created which can aid in further research of this construct. This holds…
Descriptors: Youth Leaders, Leadership, Self Efficacy, Leadership Styles
Tsiokris, Konstantina T. – ProQuest LLC, 2019
In this mixed method study I evaluated the relationship between teachers' perceptions of text complexity and data of text complexity assessed by standard and non-standard measures in the disciplines of English Language Arts (ELA), science, and social studies. For the quantitative portion of this study, I evaluated and correlated the text…
Descriptors: Readability, Readability Formulas, Correlation, Teacher Attitudes
Albadi, Nouf Mohammed; O'Toole, John Mitchell; Harkins, Jean – Issues in Educational Research, 2017
English for specific purposes research reveals that learners at a variety of levels experience difficulty reading science text, sufficient to impede their acquisition of science understanding. However, little research exists regarding subject-specific language styles or reading difficulty in Arabic. Difficulties with specialised language may…
Descriptors: Foreign Countries, Secondary School Science, Physics, Semitic Languages
Granados, Adrián; Lorenzo-Espejo, Antonio; Lorenzo, Francisco – International Journal of Bilingual Education and Bilingualism, 2022
However influential the interdependence hypothesis has become in bilingual research, it still lacks full empirical support. This longitudinal study explores the parallels in the biliteracy development (L1 Spanish and L2 English) of 20 students in a European immersion programme (i.e. CLIL) over a two-year period. A bilingual learner corpus of…
Descriptors: Bilingualism, Literacy, Second Language Learning, Second Language Instruction
Meguro, Yoichi – Language Teaching Research, 2019
The present study investigates whether textual enhancement had any effects on grammar learning (tag questions) and reading comprehension, and whether the types of tag question contributed to the benefits of textual enhancement. The study employed a pretest--posttest design with three treatment sessions. The target forms were English tag questions,…
Descriptors: Grammar, Reading Comprehension, Reading Tests, Multiple Choice Tests
Gelbar, Nicholas W.; Bray, Melissa; Kehle, Thomas J.; Madaus, Joseph W.; Makel, Cheryl – Canadian Journal of School Psychology, 2018
Some individuals with developmental dyslexia are able to acquire age-appropriate reading comprehension abilities by the time they reach postsecondary education. This study explored the role that study strategies have with secondary students with dyslexia in achieving age-appropriate reading comprehension skills. The findings of this study…
Descriptors: Dyslexia, Reading Comprehension, Study Habits, Secondary School Students
Conoyer, Sarah J.; Lembke, Erica S.; Hosp, John L.; Espin, Christine A.; Hosp, Michelle K.; Poch, Apryl L. – Reading & Writing Quarterly, 2017
The present study examined the technical adequacy of maze-selection tasks constructed in 2 different ways: typical versus novel. We selected distractors for each measure systematically based on rules related to the content of the passage and the part of speech of the correct choice. Participants included 262 middle school students who were…
Descriptors: Cloze Procedure, Multiple Choice Tests, Reading Tests, Reading Comprehension
Allen, Laura K.; Snow, Erica L.; McNamara, Danielle S. – Grantee Submission, 2016
A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the literature on writing. Previous research suggests that higher quality…
Descriptors: Role, Writing (Composition), Natural Language Processing, Hypothesis Testing
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