Graded Readers

Validating Reading Levels across Publishers

Dados Bibliográficos

ID9866242
AutoresVictoria Rodrigo (autor correspondente)
Ano2016
Volume99
Fascículo1
Páginas66-86
Data de publicação2016-03-01
Open AccessNão
TipoARTICLE
PeriódicoHispania (JOURNAL)
Identificadores do periódicoISSN: 0018-2133 • E-ISSN: 2153-6414
EditoraProject MUSE (PUBLISHER • US)
DOI10.1353/hpn.2016.0027
OpenAlexW2295501570
IdiomaEN
Citações recebidas3
Referências citadas4

Graded readers can be an optimal resource to help language students improve and personalize their learning experience. An extensive reading library with graded readers and well-defined levels of reading difficulty increases language students’ chances of having a successful reading experience and become independent readers. However, when it comes to implementing such a library, there is a practical issue. A review of the graded readers available in Spanish reveals different proficiency levels and a lack of a uniform set of criteria for establishing levels of reading difficulty. Through the analysis of 203 titles by 12 publishers (from Spain, England, Italy, and the United States) complemented by an objective and uniform tool—a readability test—the present study validates and suggests alignment among reading levels across publishers. The ultimate goal of this study is to provide language teachers and program administrators with a uniform system of cataloging graded readers under the premise that a well-established library fosters independent language learning

Cataloging · Library science · Linguistics · Mathematics education · Premise · Programming language · Readability · Reading (process) · Resource (disambiguation) · Set (abstract data type) · Test (biology) · Computer Science · Literacy and Educational Practices · Psychology · Second Language Acquisition and Learning · Text Readability and Simplification