Prose reading: The influence of text-reader factors

Abstract

This study highlights the importance of text-reader factors in prose reading. The study was carried out to identify the text-reader factors involved in enhancing reading comprehension. A qualitative research methodology was employed involving individual in-depth interview sessions with six average ability Form Two students from a secondary school. The interviews were conducted to gauge their views on the influence of text-reader factors in text comprehension. The interview questions centered on the literature textbook currently used in school and also the short story “Cheat” by Allan Baillie included in the book. Thematic analysis was carried out on the data collected. The findings show that text-reader factors affect text comprehension. The factors include pictures, font, the author, glossary, text organization, cover of the book and the length of the literary prose forms. The reader factors are related to the students’ life background, interest, and motivation in reading. The study implies that these text-reader factors must be met to ensure improved reading comprehension ability among students.

A Partial Least Squares Structural Equation Modeling Exploration of EFL Learners’ Perceptions of What Contributes to the Readability of Model Paragraphs

“…Paragraph length showed no significant direct relationship with text difficulty, a surprising finding contrary to similar research , 1993Gopal & Mahmud, 2019;Moon, 2019) but consistent with research showing no relationship (Jalilehvand, 2012;Lee, 1999;Mehrpour & Riazi, 2004). Similarly, no mediating relationships were found, contrary to studies that have illustrated paragraph length's relationship with other variables (vocabulary, vocabulary in context, paragraph structure, background knowledge) (Baker, 2020;Bock, 1980;Keenan et al, 1985;Mandler & Johnson, 1977;Reder & Anderson, 1980;Shokouhi & Askari, 2010).…”

“…EFL explorations have similarly been contradictory. Several have shown a relationship between narrative text difficulty and length (Gopal & Mahmud, 2019), but others failed to establish a relationship (Jalilehvand, 2012). Similarly, several expository studies have found that text length increases difficulty (Freedle & Kostin, 1991, 1992, 1993; Moon, 2019), while others reported no effect (Lee, 1999; Mehrpour & Riazi, 2004).…”

Investigating students’ interest on reading journal articles: Materials, reasons and strategies

“…As has been mentioned above, the students mostly read about inspiration to be successful, to achieve their dreams, and topics on classroom management. These are part of the reader factors, which are correlated to their life background, interest, and motivation in reading (Gopal & Mahmud, 2019).…”