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ERIC Number: EJ1098657
Record Type: Journal
Publication Date: 2016-Apr
Pages: 19
Abstractor: As Provided
ISSN: EISSN-1539-0578
Text-Based Recall and Extra-Textual Generations Resulting from Simplified and Authentic Texts
Crossley, Scott A.; McNamara, Danielle S.
Reading in a Foreign Language, v28 n1 p1-19 Apr 2016
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.
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; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Mexico
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Test of English as a Foreign Language
IES Funded: Yes
Grant or Contract Numbers: R305A080589; R305G020018