Text-Based Recall and Extra-Textual Generations Resulting from Simplified and Authentic Texts

Autor/inn/en	Crossley, Scott A.; McNamara, Danielle S.
Titel	Text-Based Recall and Extra-Textual Generations Resulting from Simplified and Authentic Texts
Quelle	In: Reading in a Foreign Language, 28 (2016) 1, S.1-19 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Recall (Psychology); Reading Comprehension; Second Language Learning; Reading Ability; Readability; Language Proficiency; English (Second Language); Pacing; Reading Tests; Language Tests; Foreign Countries; High School Students; College Students; Mexico; Gates MacGinitie Reading Tests; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Abberufung; Leseverstehen; Zweitsprachenerwerb; Reading competence; Lesekompetenz; Lesbarkeit; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Lerntempo; Lesetest; Language test; Sprachtest; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Mexiko
Abstract	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. (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11