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[[alternative]]The Effects of Adapted Texts on Reading Comprehension of Students with Reading Difficulties in Elementary Schools

By [[author]]劉載興, [[author]]Tsai - Hsing Liu, 劉載興 and Tsai - Hsing Liu


[[abstract]]The purpose of the study was to explore the effects of adapted texts on elementary students with reading difficulties. Three studies were conducted as the following to achieve different goals: The first study aimed to investigate the effectiveness of the frequency of unfamiliar words and the length of the sentences of the context upon fourth-grade students. There were 206 students from 3 fourth-grade classes of two elementary schools in Taipei county participating the study. The study was designed as 3 (Frequency of unfamiliar words) X 2 (Length of the sentences) experiment. All the students read the texts with different frequency of unfamiliar words and length of the sentences which serve as 36 different forms of texts. Ten reading comprehension questions were asked to answer by students according to the test they read. The result of adapted text did not show the significant difference among the texts. After review the result, the researcher keep the frequency of unfamiliar words for the further study to company with other adapted strategy which is consider to be replicated easily. The second study aimed to investigate the effectiveness of the frequency of unfamiliar words combining with reduce the length of test. The first experiment of the study was taken in two students with reading difficulties by the alternative treatment design of single-subject design. Two subjects read two stories with two adapted form alternatively and were asked to answer reading comprehension test, to re-tell story, and to be check the attitude towards the study. Both students with reading difficulties scored better and improved in reading comprehension test, story retelling structure, the quality of story retelling and attitude towards study. Adapted texts worked better than original texts. And the visual-dominant students with reading difficulties benefit more from adapted text than auditory-dominant students with reading difficulties. To confirm the effectiveness of the new combining adapted text 3 which found in the first experiment, the 2nd experiment was conduct to investigate the effect of combing adapted texts upon normal fourth-grade students by the experimental design. The reading comprehension tests and attitude towards study were administrated to collect data. However, no significant differences between adapted texts and original texts was found. To conclude the results of the study 1 and 2, the frequency of unfamiliar words in texts will affect students’ reading comprehension abilities on the basis of the real estimate of size of students’ characters. Further research and practical issues are recommended according to the aforementioned result.

Topics: 文本可讀性, 文本調整技術, 閱讀困難學生, 非常用字比率, 句長, 故事重述, readability of texts, test adaptation, frequency of unfamiliar words, students with reading difficulties, length of the sentences, story retelling, [[classification]]22
Year: 2010
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