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Expository text difficulty for elementary emerging bilingual students: Does it matter?

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Title: Expository text difficulty for elementary emerging bilingual students: Does it matter?
Authors: Kelly, Laura Beth (AUTHOR)
Source: Journal of Educational Research. 2019, Vol. 112 Issue 4, p512-527. 16p. 7 Charts, 4 Graphs.
Subjects: Bilingual students, Reading level of students, Exposition (Rhetoric), Guided reading, Teaching methods
Abstract: The author explored text difficulty for third-grade bilingual students reading below grade level. In six small-group discussions, students read and discussed informational texts matched to their reading levels, and in six other sessions they read and discussed texts one year ahead of their reading levels. The alternating treatment design and qualitative analysis of transcripts revealed different text levels have both advantages and drawbacks. Findings included the following: Group 1 had more inferential or interpretive responses with matched texts and Group 2 had more inferential or interpretive responses with difficult texts. Most students participated evenly regardless of text difficulty. However, two students talked more when discussing matched texts. Text difficulty did not affect comprehension for anyone except one student, and for him it only had an effect on three of 12 days. Half of the students' fluency scores benefited from matched texts. The other half read difficult texts with similar fluency to matched texts. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Expository text difficulty for elementary emerging bilingual students: Does it matter?
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  Data: <searchLink fieldCode="AR" term="%22Kelly%2C+Laura+Beth%22">Kelly, Laura Beth</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2019, Vol. 112 Issue 4, p512-527. 16p. 7 Charts, 4 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Bilingual+students%22">Bilingual students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br /><searchLink fieldCode="DE" term="%22Exposition+%28Rhetoric%29%22">Exposition (Rhetoric)</searchLink><br /><searchLink fieldCode="DE" term="%22Guided+reading%22">Guided reading</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The author explored text difficulty for third-grade bilingual students reading below grade level. In six small-group discussions, students read and discussed informational texts matched to their reading levels, and in six other sessions they read and discussed texts one year ahead of their reading levels. The alternating treatment design and qualitative analysis of transcripts revealed different text levels have both advantages and drawbacks. Findings included the following: Group 1 had more inferential or interpretive responses with matched texts and Group 2 had more inferential or interpretive responses with difficult texts. Most students participated evenly regardless of text difficulty. However, two students talked more when discussing matched texts. Text difficulty did not affect comprehension for anyone except one student, and for him it only had an effect on three of 12 days. Half of the students' fluency scores benefited from matched texts. The other half read difficult texts with similar fluency to matched texts. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2019.1573796
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 512
    Subjects:
      – SubjectFull: Bilingual students
        Type: general
      – SubjectFull: Reading level of students
        Type: general
      – SubjectFull: Exposition (Rhetoric)
        Type: general
      – SubjectFull: Guided reading
        Type: general
      – SubjectFull: Teaching methods
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      – TitleFull: Expository text difficulty for elementary emerging bilingual students: Does it matter?
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              Text: 2019
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