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Text-based recall and extra-textual generations resulting from simplified and authentic texts
|Title:||Text-based recall and extra-textual generations resulting from simplified and authentic texts|
|Authors:||Crossley, Scott A.|
McNamara, Danielle S.
|Date Issued:||Apr 2016|
|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 text comprehension of beginning and intermediate-level simplified texts and authentic texts by L2 learners engaged in a text-retelling task. Linear mixed effects (LME) models revealed statistically significant main effects for reading proficiency and text level on the number of text-based propositions recalled: More proficient readers recalled more propositions. However, text level was a stronger predictor of propositional recall than reading proficiency. LME models also revealed main effects for language proficiency and text level on the number of extra-textual propositions produced. Text level, however, emerged as a stronger predictor than language proficiency. Post-hoc analyses indicated that there were more irrelevant elaborations for authentic texts and intermediate and authentic texts led to a greater number of relevant elaborations compared to beginning texts.|
|Appears in Collections:||
Volume 28, No. 1|
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