The Role of Readability in Todayʼs Classrooms

Une approche d’enseignement des stratégies de compréhension de lecture de textes courants auprès de jeunes lecteurs à risque d’échouer

“…Un certain contrôle portant sur différents critères a été exercé afin de fournir des textes ni trop complexes, ni trop faciles aux élèves de chaque degré. Ces critères étaient inspirés d'écrits sur le sujet (Fisher, Frey & Lapp, 2012;Gunning, 2003;Mesnager, 2002). Le vocabulaire des textes était ainsi contrôlé afin de présenter un défi surmontable lors de la lecture.…”

A Read-Aloud Storybook Selection System for Prereaders at the Preschool Language Level: A Pilot Study

“…When determining the difficulty level of written material, researchers and textbook publishers take an approach that is quantitative, qualitative, or a combination of both. The quantitative approaches traditionally reduce the level of text difficulty to a single metric on the basis of one or more measures of sentence complexity and vocabulary difficulty (e.g., Fry, 2002;Gunning, 2003;Peterson, 1991). More recent readability systems (e.g., Source Rater, Reading Maturity, Co-Metrix) include additional measures, such as text coherence (for a discussion, see Nelson, Perfetti, Liben, & Liben, 2012).…”

Scientific Structural Changes within Texts of Adapted Reading Materials

“…The judgment method is the most commonly used method to estimate the difficulty level of reading materials adopted by ESL instructors. However, while ESL instructors are consistent in ranking the difficulty of reading materials, in corresponding to objective measures of difficulty, their ranking could be inaccurate and inadequate (Chall, 1958;Gunning, 2003). Besides that, this method is unreliable if it is done by untrained instructors (Klare, 1984).…”