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| Autor/in | Allen, JoBeth |
|---|---|
| Titel | Factors Influencing the Readability of Student-Generated Texts. |
| Quelle | (1985), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Primary Education; Readability; Reading Comprehension; Reading Interests; Reading Material Selection; Reading Materials; Reading Research; Student Developed Materials; Student Interests; Textbook Evaluation |
| Abstract | An investigation examined student-generated texts in terms of both traditional and more theoretically valid readability to determine what factors influence comprehension when children read their own, peer, and adult-written texts. Seventy dictated stories created in an earlier study, along with 4 first-grade level stories from the "Reader's Digest Skill Builder" series, served as the pool for various analyses. Factors of traditional readability, interest, story structure, and reality were examined to learn why children infer better on student-generated texts than on adult-generated texts. Analyses showed that interest, natural language leading to longer sentences, and social and conceptual schema matches hold higher explanatory power than traditional measures of readability and story structure. Teachers who may have been reluctant to use student-generated texts because they are not "controlled" can be assured that strong factors support the readability of such texts. When children have a real-life connection with the author of their text and they read interesting material written in the language of children, they have a better chance of getting the whole message, including the part "written between the lines." (DF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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