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Text-based recall and extra-textual generations resulting from simplified and authentic texts

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Item Summary

Title:Text-based recall and extra-textual generations resulting from simplified and authentic texts
Authors:Crossley, Scott A.
McNamara, Danielle S.
Keywords:text readability
text comprehension
L2 reading
text simplification
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.
URI:http://hdl.handle.net/10125/66713
ISSN:1539-0578
DOI:10125/66713
Volume:28
Issue/Number:1
Appears in Collections: Volume 28, No. 1


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