Abstract

This study uses a moving windows self-paced reading task to assess both text comprehension and processing time of authentic texts and these same texts simplified to beginning and intermediate levels. Forty-eight second language learners each read 9 texts (3 different authentic, beginning, and intermediate level texts). Repeated measures ANOVAs reported linear effects of text type on reading time (normalized for text length) and true/false comprehension scores indicating that beginning level texts were processed faster and were more comprehensible than intermediate level and authentic texts. The linear effect of text type on comprehension remained significant within an ANCOVA controlling for language proficiency (i.e., TOEFL scores), reading proficiency (i.e., Gates-MacGinitie scores), and background knowledge, but not for reading time. Implications of these findings for materials design, reading pedagogy, and text processing and comprehension are discussed.

Citation

Crossley, S.A., Yang, H.S. & McNamara, D.S. (2014). What's so Simple about Simplified Texts? A Computational and Psycholinguistic Investigation of Text Comprehension and Text Processing. Reading in a Foreign Language, 26(1), 92-113. Retrieved August 8, 2024 from https://www.learntechlib.org/p/157507/.

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Keywords

• Age Differences
• College Students
• Computational Linguistics
• Computer Assisted Testing
• Correlation
• Difficulty Level
• English (Second Language)
• Foreign Countries
• Grade Point Average
• High School Students
• Language Proficiency
• Online Surveys
• Psycholinguistics
• Questionnaires
• reading comprehension
• Reading Instruction
• Reading Processes
• Scores
• Second Language Instruction
• Statistical Analysis