A Study on the Impact of Readability on Comprehensibility

Autor/inn/en	Öksüz, Halil Ibrahim; Keskin, Hasan Kagan
Titel	A Study on the Impact of Readability on Comprehensibility
Quelle	In: International Journal of Progressive Education, 18 (2022) 1, S.322-335 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Öksüz, Halil Ibrahim) ORCID (Keskin, Hasan Kagan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Readability; Reading Comprehension; Grade 4; Elementary School Students; Foreign Countries; Textbook Evaluation; Turkey + Suchen Sie Ihr Suchwort? Lesbarkeit; Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Türkei
Abstract	The aim of the study is to examine the effect of readability on comprehensibility. The study is quasi-experimental as it was not possible to assign groups randomly and the groups were partially controllable. Therefore, the "pretest-posttest unequaled control group quasi-experimental design" was used in the study. The study group consists of 121 fourth grade students divided into two experimental and two control groups. The texts taken from the Turkish textbook approved by the Education Board were used to collect the data of the research. In order to measure the comprehensibility of the texts, the comprehension scale of the Mistake Analysis Inventory was used. The analysis of the data of the study was carried out using the SPSS 24 package. In order to ensure reliability in the study, some of the comprehensibility data were scored by two raters. To do so, comprehension data from 50 randomly selected participants were used. As the comprehension data of 50 participants did not show normal distribution, the Spearman Brown Rank Differences Correlation Test was conducted in order to reveal the relationship between the two raters. According to the test results, a strong and positive significant relationship was found between the two raters (r (48) = 0.88, p = 0.00, p <0.05). The findings showed that the original (more difficult) versions of the texts were more comprehensible than the versions simplified by the researcher. In other words, long sentences are more comprehensible than short sentences. In this direction, the present study revealed that the readable text may not always be comprehensible. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01