NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1115618
Record Type: Journal
Publication Date: 2016-Nov
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0141-0423
Effects of Varying Text Difficulty Levels on Second Language (L2) Reading Attitudes and Reading Comprehension
Chiang, Min-Hsun
Journal of Research in Reading, v39 n4 p448-468 Nov 2016
This study investigated the effects of varying text difficulty on L2 reading attitudes and reading comprehension. To provide the optimal challenge for L2 reading, comprehensible input hypothesis postulates that choosing text slightly harder than the learner's current level will enhance reading comprehension. Fifty-four freshmen from one university in central Taiwan were randomly divided into two groups. Students in the "i - 1" group were given level 3 and level 4 Oxford Graded Readers while students in the "i + 1" group were provided with level 5 and level 6. Quantitative data were obtained via the English Placement Exam and the Reading Attitudes Survey. Results from the pretest and posttest of the Reading Attitudes Survey suggest that the i - 1 group has gained significantly in reading attitudes, whereas no difference in reading attitude was identified with the i + 1 group. Results also indicate that varied difficulty levels of reading text did not significantly affect participants' reading comprehension.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A