Reading Levels Of Students Research Articles

The Cloze Procedure as a Predictor of Comprehension in Literature

AbstractThe problem is described as matching student reading levels to appropriate literature selections in secondary English classes. Hypotheses tested include prediction of comprehension from cloze scores on short stories and novel, effects of practice on subsequent cloze tests, and correlations related to sex differences, socioeconomic factors, and standardized reading tests. Procedures had 10th-grade students read two short stories and one novel, each pretested with cloze tests and posttested with multiple-choice comprehension tests (a total of six scores), as part of regular English class activities. Results support the cloze as a predictor for short stories and indicate that practice does affect cloze scores in this experimental design. Differences in cloze scores by sex are not significant, though some socioeconomic factors and standardized reading test scores are significantly correlated.

Determining the Reading Level of Biology Textbooks

Teachers are frequently required to review a number of textbooks in order to select one that is suitable for their classes. Text suitability depends not only on content, but also on the reading level at which the textbook is written. The suitability of content can be determined by comparing the material in the text with the goals and objectives of the course. However, comparing the reading level of the text to the reading level of the students is often a difficult task for teachers. Student reading levels can be determined through various achievement and/or reading tests. Accurately determining the reading level of a text is much more difficult. Two factors, sentence length and number of syllables per word, are the basis of most reading-level formulas. They require complex calculations, time-consuming procedures, or both; thus, most formulas are not easy for the classroom teacher to use. It would seem reasonable to assume that the specialized vocabulary used in would have a substantial impact on the readability of a text. However, Daugs and Daugs (1974), in studying the readability of the BSCS text Molecules to Man, concluded that science vocabulary is not a major contributor to difficulty. Relatively simple methods for determining the reading level of a textbook have recently become available. One of these, the Readability Graph, was developed by Edward Fry. He plotted the number of syllables in the words used and the sentence length for a number of books that had been assigned reading levels by their publishers. The curve was then smoothed and, after some trial use, correlational studies were run. The grade-level areas were then adjusted. The resulting curve with grade-level areas indicated is shown in figure 1. The Readability Graph was used in this study of the reading level of selected high school biology texts. How well does the Readability Graph serve its intended purpose, and how accurate are the results? Fry (1968) states that the Readability Graph results are probably accurate to within a grade level. How well do the results correlate with other reading level determinations? Fry reports on the correlations with five other reading-level formulas. The correlations obtained are: Graph for Estimating Readability

449. Relationship between Readability of Assigned Textbooks and Reading Level of Students in a School of Nursing

449. Relationship between Readability of Assigned Textbooks and Reading Level of Students in a School of Nursing

The Use of Literary Works in Teaching Latin American Geography

Abstract Properly selected literary works can spark student interest in regional geography. Since evidence is mounting that reading levels of students are continuously declining, special attention may be needed to draw students to books. Whereas a textbook, even a well-written one, may fail to hold a student's attention or stimulate him to attempt further reading, an exciting and informative novel may produce the desired response. Students can learn to appreciate the practical application of traditional geographic writing and instruction through the instructor's careful integration of course themes with the pseudo-real-life plots of fiction or the true-life situations recounted in biographical works or travel accounts.

The effect of student reading level, type of instructional material, and mode of instruction on time required to reach mastery‐level learning

The effect of student reading level, type of instructional material, and mode of instruction on time required to reach mastery‐level learning

Prescriptive Teaching Linked to a Learning and Tutorial Center

A learning center at San Bernardino Valley College was established to diagnose and correct reading deficiencies in their students. The learning center focuses on specific reading skills and uses prescriptive teaching to tailor the method and materials to the individual students. Test scores indicate the rlarticular reading problems the student has, and tutoring or autoinstructional progzams are prescribed according to the student's reading level. Areas of instruction include word attack, vocabulary, comprehension, speed and flexibility, and application of reading skills to content subjects. Materials used in the program include reading kits, audio tapes and corresponding books and filmstrips, programed spelling materials, graded reading materials, textbooks, flashcards, pacing devices, study guides, and video te.es. The program is designed to cover a semester and the learning centers can accommodate about 300 students. (AL)