The aim of the study was to verify the accuracy of the formula for assessing the difficulty of texts written in Polish (Pisarek 1969). The study involved 1,309 persons aged between 15 and 84. 15 texts were used, each approximately 300 words long, representing different subjects and varied difficulty level. Text comprehension was checked with multiple choice tests, the cloze procedure and open-e...

The purpose of this study was to identify and examine effective reading strategies used by adult deaf readers compared with student deaf readers. There were a total of 11 participants: 5 deaf adults ranging from 27 to 36 years and 6 deaf students ranging from 16 to 20 years. Assessment methods included interview and think-aloud procedures in which individuals were interrupted 3 times during the...

In this study children received instruction in Repeated Reading of text in a Whole Class situation. Previous Research Projects have shown the benefits of individualized instruction and explicit teaching to individuals or small groups which have resulted in improvements in a child’s reading ability. This study investigated the impact on children’s reading ability when taught in a whole class sit...

Obtaining meaning-rich representations of social media inputs, such as Tweets (unstructured and noisy text), from general-purpose pre-trained language models has become challenging, these inputs typically deviate mainstream English usage. The proposed research establishes effective methods for improving the comprehension texts. For this, we propose a new generic methodology to derive diverse se...

This study investigated if different response formats (test methods) measure reading comprehension of expository text differently. The study was conducted with 48 semester 6 TESL students at a university in Selangor, Malaysia. These students received an expository passage having descriptive rhetorical structure followed by three response formats, namely, incomplete outline, graphic organizer, a...