Comprehension Performances of Explanatory Texts in French Language According to Their Characteristics: Evidence for 1229 Children from 2nd to 9th Grade

Autor/inn/en	Aparicio, Xavier; Mégalakaki, Olga; Drai-Zerbib, Véronique; Baccino, Thierry
Titel	Comprehension Performances of Explanatory Texts in French Language According to Their Characteristics: Evidence for 1229 Children from 2nd to 9th Grade
Quelle	In: Scientific Studies of Reading, 26 (2022) 4, S.287-304 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aparicio, Xavier) ORCID (Mégalakaki, Olga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2021.1983819
Schlagwörter	Reading Comprehension; French; Student Characteristics; Elementary School Students; Secondary School Students; Reading Achievement; Age Differences; Predictor Variables; Multiple Regression Analysis; Readability; Foreign Countries; France + Suchen Sie Ihr Suchwort? Leseverstehen; Französisch; Sekundarschüler; Leseleistung; Age; Difference; Age difference; Altersunterschied; Prädiktor; Lesbarkeit; Ausland; Frankreich
Abstract	Purpose: The aim of this study is to evaluate the influence of explanatory texts characteristics on comprehension performances in children from 2nd to 9th grade. Method: Several metrics have been applied to 40 explanatory texts, accounting for length, complexity and age accuracy. Children were asked to read an age-appropriate text, and answer questions evaluating surface, semantic and inferential dimensions of comprehension. Results: Results revealed that all group age obtained similar performances on surface questions, but younger children performed poorly in semantic and inferential questions in comparison to older ones, suggesting a weaker ability to rely on previous knowledge. Comprehension performances were also modulated by text characteristics. Principal Components Analysis identified metrics accounting for text coherence, namely number of words, word length and word frequency with 75% of variance explained. Multiple Regression Analysis allowed us to identify sentence length and word length as predictors of performances obtained at the surface and inferential questions. Conclusion: this research provides interesting evidence to increase our comprehension of explanatory text comprehension in French language for different grades. The results obtained should also be useful to develop further researches using text characteristics to predict readers' comprehension performances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01