Journal article
An Examination of Text Complexity as Characterized by Readability and Cohesion
The Journal of Experimental Education, Vol.84(1), pp.75-97
01/02/2016
DOI: 10.1080/00220973.2014.963214
Abstract
To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents' reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.
Details
- Title: Subtitle
- An Examination of Text Complexity as Characterized by Readability and Cohesion
- Creators
- Deborah K Reed - Florida State UniversitySarah Kershaw-Herrera - Florida State University
- Resource Type
- Journal article
- Publication Details
- The Journal of Experimental Education, Vol.84(1), pp.75-97
- Publisher
- Routledge
- DOI
- 10.1080/00220973.2014.963214
- ISSN
- 0022-0973
- eISSN
- 1940-0683
- Language
- English
- Date published
- 01/02/2016
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993320902771
Metrics
16 Record Views