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L1 Domain-Specific Knowledge as Predictor of Reading Comprehension in L2 Domain-Specific Texts: The Case of ELT Student Teachers

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Darabi Bazvand, Ali – Cogent Education, 2019

The present study examined the effect of L1 domain-relevant knowledge on L2 reading comprehension texts among student teachers of ELT (N = 90), drawn from a population of 270 student teachers studying at an undergraduate program in some state universities in Iran. A proficiency test was applied to control language proficiency of students. Among…

Descriptors: Native Language, Second Language Learning, Second Language Instruction, English (Second Language)

Using "TextEvaluator"® to Quantify Sources of Linguistic Complexity in Textbooks Targeted at First-Grade Readers over the Past Half Century. Research Report. ETS RR-15-38

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Sheehan, Kathleen M.; Flor, Michael; Napolitano, Diane; Ramineni, Chaitanya – ETS Research Report Series, 2015

This paper considers whether the sources of linguistic complexity presented within texts targeted at 1st-grade readers have increased, decreased, or held steady over the 52-year period from 1962 to 2013. A collection of more than 450 texts is examined. All texts were selected from Grade 1 textbooks published by Scott Foresman during the targeted…

Descriptors: Text Structure, Content Analysis, Grade 1, Elementary School Students