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What's so simple about simplified texts? A computational and psycholinguistic investigation of text comprehension and text processing

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Title:What's so simple about simplified texts? A computational and psycholinguistic investigation of text comprehension and text processing
Authors:Crossley, Scott A.
Yang, Hae Sung
McNamara, Danielle S.
Keywords:second language reading
text simplification
computational linguistics
corpus linguistics
psycholinguistics
show 2 moretext processing
text comprehension
show less
Date Issued:Apr 2014
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
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.
URI:http://hdl.handle.net/10125/66686
ISSN:1539-0578
DOI:10125/66686
Volume:26
Issue/Number:1
Appears in Collections: Volume 26, No. 1


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