Abstract
This chapter discusses one approach to developing materials for Omani science students that seeks to bridge the gap between authentic science texts and student reading abilities by adapting texts to match those abilities and building on them in ways that are grounded in L1 and L2 research. It begins with a description of the context in which the materials have been developed and the problems encountered by learners and teachers that initially motivated their development. Next, there is a description of the process that was followed in developing the texts and their respective units of study. The third part discusses two methods used to evaluate the piloting of the units: a study into the percentage of unknown words encountered by the student population and a feedback form given to teachers who used the piloted units. The chapter concludes with a discussion about some of the most important issues of text development that arose from this project.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Al-Busaidi, S. (2007). Assessing active and passive vocabulary knowledge. In P. Davidson, C. Coombe, D. Lloyd, & D. Palfreyman (Eds.), Teaching and learning vocabulary in another language (pp. 298–310). Dubai, United Arab Emirates: TESOL Arabia.
Blau, E. K. (1982). The effect of syntax on readability for ESL students in Puerto Rico. TESOL Quarterly, 16(3), 517–528.
Cahalan, C. (2003). Oral reading fluency and optimal difficulty level in a literature based reading curriculum. Unpublished doctoral dissertation, Fordham University, New York, USA.
Carrell, P. L. (1987). Readability in ESL. Reading in a Foreign Language, 4(1), 21–40.
Claridge, G. (2005). Simplification in graded readers: Measuring the authenticity of graded texts. Reading in a Foreign Language, 17(2), 144–158.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238.
Crossley, S. A., Louwerse, M. L., McCarthy, P. M., & McNamara, D. S. (2007). A linguistic analysis of simplified and authentic texts. Modern Language Journal, 91(2), 15–30.
Crossley, S. A., & McNamara, D. S. (2008). Assessing L2 reading texts at the intermediate level: An approximate replication of Crossley, Louwerse, McCarthy, & McNamara (2007). Language Teaching, 41(3), 409–429.
Curriculum Unit. (2013). Foundation program English curriculum document. Muscat, UK: Author.
Devitt, S. (1997). Interacting with authentic texts: Multilayered processes. The Modern Language Journal, 81(4), 457–469.
Droop, M., & Verhoeven, L. (1998). Background knowledge, linguistic complexity, and second-language reading comprehension. Journal of Literacy Research, 30(2), 253–271.
Floyd, P., & Carrell, P. L. (1987). Effects on ESL reading of teaching cultural content schemata. Language Learning, 37(1), 89–108.
Grabe, W. (2009). Reading in a second language: Moving from theory into practice. New York: Cambridge University Press.
Graesser, A. C., McNamara, D. D., Louwerse, M. L., & Cai, Z. (2004). Coh-Metrix: Analysis of text on cohesion and language. Behavior Research Methods, Instruments, & Computers, 36, 193–202.
Graesser, A. C., McNamara, D. S., & Kulikowich, J. M. (2011). Coh-Metrix: Providing multilevel analyses of text characteristics. Educational Researcher, 40(5), 223–234.
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal., 55(4), 347–353.
Heatly, A., Nation, I. S. P., & Coxhead, A. (2002)..RANGE and FREQUENCY programs. Retrieved from http://www.vuw.ac.nz/lals/staff/paul-nation
Hsueh-chao, M. H., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403–430.
Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. Modern Language Journal, 80(3), 327–339.
King, T. W. (1987). Text modifications in ESL reading comprehension. RELC Journal, 18(2), 31–44.
Laufer, B. (2005). Instructed second language vocabulary learning: The fault in the ‘default hypothesis’. In A. Housen (Ed.), Investigations in instructed second language acquisition (pp. 311–329). Berlin, Germany: Walter de Gruyter & Co. KG Publishers.
Linacre, J. M. (2004). Optimizing rating scale category effectiveness. In E. V. Smith Jr. & R. M. Smith (Eds.), Introduction to Rasch measurement: Theory, models and applications (pp. 258–278). Maple Grove, MN: JAM Press.
Linacre, J. M. (2014a). Winsteps-Ministeps: Rasch model computer programs program manual. Beaverton: Winsteps.com.
Linacre, J. M. (2014b). Winsteps (version 3.81.0) [software]. Beaverton: Winsteps.com.
Long, M., & Ross, S. (1993). Modifications that preserve language and content. In M. L. Tickoo (Ed.), Simplification: Theory and applications (pp. 29–52). Singapore, Singapore: SEAMEO Regional Language Center.
Miller, D. (2011). ESL reading textbooks vs. university textbooks: Are we giving students the input they may need? Journal of English for Academic Purposes, 10, 32–46.
Mishan, F. (2004). Designing authenticity into language learning materials. Portland, OR: Intellect Books.
Nation, I. S. P., & Deweerdt, J.-P. (2001). A defense of simplification. Prospect, 16(3), 55–67.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528.
Oh, S. (2001). Two types of input modification and EFL reading comprehension: Simplification versus elaboration. TESOL Quarterly, 35(1), 69–96.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.
Shiotsu, T., & Weir, C. J. (2007). The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance. Language Testing, 24(1), 99–128.
Strange, T. V. (2013). Exploring text difficulty and matching texts for reading achievement. Education Matters,1(2), 111–128.
Swaffar, J. K. (1985). Reading authentic texts in a foreign language: A cognitive model. Modern Language Journal, 69(1), 15–34.
Tomlinson, B. (2011). Introduction: Principles and procedures of materials development. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 1–34). Cambridge, UK: Cambridge University Press.
Treptow, M. A., Burns, M. K., & McComas, J. J. (2007). Reading at the frustration, instructional, and independent levels: The effects on student’s reading comprehension and time on task. School Psychology Review, 36(1), 159–166.
Tweissi, A. I. (1998). The effects of the amount and type of simplification on foreign language reading comprehension. Reading in a Foreign Language, 11(2), 191–206.
Win-a-rom, U. (2010). Self-assessment of word knowledge with graded readers: A preliminary study. Reading in a Foreign Language, 22(2), 323–338.
Zhang, D. (2010). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 94(4), 558–575.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Noone, R.L. (2018). Developing Texts that Match Readers’ Abilities in the Sciences: Seeking an Appropriate Instructional Level. In: Al-Mahrooqi, R., Denman, C. (eds) English Education in Oman. English Language Education, vol 15. Springer, Singapore. https://doi.org/10.1007/978-981-13-0265-7_3
Download citation
DOI: https://doi.org/10.1007/978-981-13-0265-7_3
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-0264-0
Online ISBN: 978-981-13-0265-7
eBook Packages: EducationEducation (R0)