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Download full textYukino Kimura – Reading in a Foreign Language, 2022
This study examined the effects of relevance instructions on English as a foreign language (EFL) readers' text processing and memories. The participants were randomly assigned to one of two conditions: the experimental condition, where they read texts to identify a specific category of information, and the control condition, where they read texts…
Descriptors: Reading Processes, English (Second Language), Second Language Learning, Second Language Instruction
Plakans, Lia; Bilki, Zeynep – Reading in a Foreign Language, 2016
This study of English as a second language (ESL) reading textbooks investigates cohesion in reading passages from 27 textbooks. The guiding research questions were whether and how cohesion differs across textbooks written for beginning, intermediate, and advanced second language readers. Using a computational tool called Coh-Metrix, textual…
Descriptors: English (Second Language), Second Language Instruction, Textbooks, Reading Instruction
Peer reviewedCarrell, Patricia L. – Reading in a Foreign Language, 1987
Reviews the literature critical of readability formulas as used in second-language reading contexts. It is suggested that such formulas not be used as guides to text production/adaptation or as measures of the difficulty of naturally occurring texts. (Author/CB)
Descriptors: Media Adaptation, Readability Formulas, Reading Instruction, Reading Material Selection
Peer reviewedWodinsky, Marilyn; Nation, Paul – Reading in a Foreign Language, 1988
A word frequency study of two graded readers and an unsimplified text indicated that graded readers facilitated better foreign-language reading and vocabulary learning than did unsimplified texts. It was found that students needed to read several same-level texts to master vocabulary, and that vocabulary mastery was not necessary for successful…
Descriptors: Instructional Effectiveness, Readability Formulas, Reading Achievement, Reading Materials
