Home
Catalogue search
Refine your search:
Keyword:
Didáctica y Organización Escolar (1)
Easy-to-read texts (1)
Empirical Articles (1)
Englisch (1)
Hypertext (1)
Lesen (psycholing.) (1)
Lesestrategie (1)
Linguistics (1)
Readability measures (1)
Reading comprehension (1)
Textkonstitution (1)
Textrezeption (1)
Creator / Publisher:
Fajardo, Inmaculada (4)
Cañas, José J. (3)
Parra, Elena (2)
Arfé, Barbara [Verfasser] (1)
Fajardo, Inmaculada [Sonstige] (1)
Ferrer, Antonio (1)
Grupo de Investigación Interdisciplinar en Docencia Universitaria (GIDU) (1)
Gómez-Puerta, Marcos (1)
Hernández, Ana (1)
Kintsch, Walter (1)
more
Year
Medium
Type
BLLDB-Access
Search in the Catalogues and Directories
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
Sort by
creator [A → Z]
'
creator [Z → A]
'
publishing year ↑ (asc)
'
publishing year ↓ (desc)
'
title [A → Z]
'
title [Z → A]
'
Simple Search
Hits 1 – 5 of 5
1
Simplifying informational text structure for struggling readers [<Journal>]
Mason, Lucia
[Sonstige];
Fajardo, Inmaculada
[Sonstige];
Arfé, Barbara
[Verfasser]
DNB Subject Category Language
Show details
2
Easy-to-read Texts for Students with Intellectual Disability: Linguistic Factors Affecting Comprehension
Fajardo, Inmaculada
;
Ávila, Vicenta
;
Ferrer, Antonio
;
Tavares, Gema
;
Gómez-Puerta, Marcos
;
Hernández, Ana
. - : John Wiley & Sons, 2014
Abstract:
Background: The use of ‘easy-to-read’ materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction–Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Method: Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). Results: Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. Conclusions: These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to optimally match texts and reading levels of students with intellectual disability. Two factors are suggested as contributing to the effect of sentence density on inferential comprehension: (i) long texts present higher conceptual density, so there are more ideas to store, retrieve and integrate, which increases the demand on inferential reasoning and (ii) long texts are perceived as difficult, which affects reading motivation and, consequently, induces passive reading strategies. The need for further research to elucidate the origin of our main findings with a larger and more heterogeneous sample of students with intellectual disability is highlighted. ; This research was funded by the AVANZA intellectual disability program (Project expedient: TSI-040200-2008-0063) of the Spanish Minister of Industry, Tourism and Trade and Technosite (ONCE Foundation Group).
Keyword:
Didáctica y Organización Escolar
;
Easy-to-read texts
;
Linguistics
;
Readability measures
;
Reading comprehension
URL:
http://hdl.handle.net/10045/37801
https://doi.org/10.1111/jar.12065
BASE
Hide details
3
Do Sign Language Videos Improve Web Navigation for Deaf Signer Users?
Fajardo, Inmaculada
;
Parra, Elena
;
Cañas, José J.
In:
Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press
15 (2010) 3, 242
OLC Linguistik
Show details
4
Do Sign Language Videos Improve Web Navigation for Deaf Signer Users?
Fajardo, Inmaculada
;
Parra, Elena
;
Cañas, José J.
. - : Oxford University Press, 2010
BASE
Show details
5
Reading strategies and hypertext comprehension
Cañas, José J.
;
Fajardo, Inmaculada
;
Kintsch, Walter
...
In:
Discourse processes. - London [u.a.] : Routledge, Taylor and Francis Group
40 (2005) 3, 171-191
BLLDB
OLC Linguistik
Show details
Mobile view
All
Catalogues
UB Frankfurt Linguistik
0
IDS Mannheim
0
OLC Linguistik
2
UB Frankfurt Retrokatalog
0
DNB Subject Category Language
1
Institut für Empirische Sprachwissenschaft
0
Leibniz-Centre General Linguistics (ZAS)
0
Bibliographies
BLLDB
1
BDSL
0
IDS Bibliografie zur deutschen Grammatik
0
IDS Bibliografie zur Gesprächsforschung
0
IDS Konnektoren im Deutschen
0
IDS Präpositionen im Deutschen
0
IDS OBELEX meta
0
MPI-SHH Linguistics Collection
0
MPI for Psycholinguistics
0
Linked Open Data catalogues
Annohub
0
Online resources
Link directory
0
Journal directory
0
Database directory
0
Dictionary directory
0
Open access documents
BASE
2
Linguistik-Repository
0
IDS Publikationsserver
0
Online dissertations
0
Language Description Heritage
0
© 2013 - 2024 Lin|gu|is|tik
|
Imprint
|
Privacy Policy
|
Datenschutzeinstellungen ändern