Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/37660

A Comparison of the Comprehensibility of Modified and Unmodified ESL Reading Materials

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Item Summary

Title: A Comparison of the Comprehensibility of Modified and Unmodified ESL Reading Materials
Authors: Brown, Ronald L.
Keywords: esl
syntax
native speakers
reading and reading comprehension
leveled texts
Issue Date: 1985
Abstract: Reading instruction for ESL students depends upon materials of modified vocabulary and syntax. The rationale is that students progress through stages of increasing complexity to the native speaker comprehension level. Research indicates the information level within text is more relevant to comprehension than structure. This study compares the reading comprehension of ESL students on separate versions of a text that had been modified at the input and interactional levels. Results indicated that modified versions of the text were of greater comprehensibility than the native speaker version. The modified texts were of almost equal comprehensibility despite levels of readability.
Pages/Duration: 91 pages
URI/DOI: http://hdl.handle.net/10125/37660
Appears in Collections:Occasional Papers



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