Textbook Readability and ESL Learners

Autor/in	Kasule, Daniel
Titel	Textbook Readability and ESL Learners
Quelle	In: Reading & Writing: Journal of the Reading Association of South Africa, 2 (2011) 1, S.63-76 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Readability; Textbooks; Textbook Content; English (Second Language); Second Language Instruction; Language Teachers; Elementary School Teachers; Preservice Teacher Education; Computer Software; Difficulty Level; Grade 7; Elementary School Students; Preservice Teachers; Technology Uses in Education; Foreign Countries; Cloze Procedure; Readability Formulas; Swaziland; Flesch Reading Ease Formula + Suchen Sie Ihr Suchwort? Lesbarkeit; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Schwierigkeitsgrad; School year 07; 7. Schuljahr; Schuljahr 07; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Lückentext
Abstract	This paper reports activities (as part of a university course in language teacher education on teaching reading) in which primary school student teachers (all ESL in-service teacher trainees) explored their own skills of determining textbook readability using an online software tool and a cloze test completed by two hundred and seventy-eight Grade Seven primary school pupils. Findings from the online tool were that the text was difficult. The cloze test confirmed this when it showed that only eighteen pupils could read the text unassisted while the rest were frustrated by it. The paper uses these findings to describe the challenges pupils face and how readability research is beneficial to the reading development of ESL learners if reading of academic texts is approached from the principles of the interactive view of reading; of cognitive learning theory; and of second language acquisition theory. It is concluded that teachers' awareness of readability issues is helpful for effective reading instruction during the critical formative years of school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01