text difficulty

  • Text topic interest, willingness to read and the level of reading comprehension among adults – the role of gender and education level

    Author: Edyta Charzyńska
    Year of publication: 2015
    Source: Show
    Pages: 84-95
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.07
    PDF: tner/201501/tner20150107.pdf

    The aim of the study was to examine the relations between variables connected with the reader (interest in the text topic and willingness to read it) and the level of reading comprehension among adults, after controlling for text difficulty. The study involved 1549 users of Polish aged from 18 to 87. Open-ended questions were used to measure reading comprehension. It was proved that the model taking into account variables related to the reader better predicted reading comprehension than the model only taking into account text difficulty. Moderation analysis showed a little stronger relation between text topic interest and reading comprehension in the group of women than in the group of men. It was also noted that among adults with lower levels of education text topic interest and willingness to read it were more strongly related to the level of comprehension than among better educated people. The discussion focuses on the role of psychological factors in reading comprehension.

  • Text Difficulty in Czech Natural Science Textbooks for the Fourth Grade

    Author: Libuše Hrabí
    Institution: Palacky University
    Author: Olga Vránová
    Institution: Palacky University
    Author: Ivo Machar
    Institution: Palacky University
    Author: Vilém Pechanec
    Institution: Palacky University
    Year of publication: 2014
    Source: Show
    Pages: 29-40
    DOI Address: https://doi.org/10.15804/tner.
    PDF: tner/201401/tner3502.pdf

    The paper focuses on the assessment of text difficulty in six contemporary Czech science textbooks for fourth graders. Text analysis followed the authors’ own methodology. The results obtained reveal varying text difficulty between individual textbooks. Only textbooks by the Alter and SPN publishing companies comply with the difficulty scale for fourth-year textbooks and may be recommended for teaching.

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