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ERIC Number: EJ1031308
Record Type: Journal
Publication Date: 2014-Apr
Pages: 22
Abstractor: As Provided
Reference Count: 57
ISSN: EISSN-1539-0578
What's so Simple about Simplified Texts? A Computational and Psycholinguistic Investigation of Text Comprehension and Text Processing
Crossley, Scott A.; Yang, Hae Sung; McNamara, Danielle S.
Reading in a Foreign Language, v26 n1 p92-113 Apr 2014
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.
Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests