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![Page 1: Welcome. Words of Wisdom No one should teach who is not in love with teaching. Margaret Elizabeth Sangster.](https://reader037.fdocuments.in/reader037/viewer/2022110213/56649ca85503460f9496aaa4/html5/thumbnails/1.jpg)
Welcome
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Words of Wisdom
No one should teach who is not in love with teaching.
Margaret Elizabeth Sangster
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Vocabulary Club
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Vocabulary Club
• Aim: to expand members' active English vocabulary in a systematic but informal way
• Both students and faculty welcome
• Once a week for 45 minutes in the LEP
• Sharing new words members have learned
• New vocabulary reinforced through activities and vocabulary games
• Members benefiting from the outset
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Reading Comprehension
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Find it on the blog
Reading Comprehension Skills Presentation
rcspresentation.blogspot.com
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On the blog you will find …
• PowerPoint presentation (but in PDF)
• Readability statistics for Well Read 1-4
• 16 texts from Well Read 1-4, downloadable and editable
• 3 experimental texts of my own devising (lower levels)
• 2 additional texts for readability tests (J.K. Rowling, Steve Jobs)
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Blog Contents (contd)
• My introduction and continuity commentary
• Full results of my 3 investigations into
o Readability of texts
o Students’ perception of reading
o Correlation between time taken to complete reading comprehension test,
and test result
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Downloadable and editable
• All the documents embedded in the blog except for the PowerPoint presentation (which is in PDF) are downloadable and editable in either Microsoft Word [2013] or Microsoft Excel [2013], depending on the format they were uploaded in.
• PowerPoint format of presentation obtainable on removable disk.
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Screenshot of blog
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My approach / philosophy
• Reading Comprehension Skills (appropriate course title)
• Subtitle: A course in thinking
• Getting students to think about the course
in a certain way
• Opening up the texts for students
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Readability Tests
• Designed to gauge the understandability of a contemporary English academic text.
• Among other things, they produce an approximate representation of the number of years of formal education someone needs to comprehend the text.
• However, they give several additional and very useful statistics e.g. lexical density = a measure of the proportion of the content (lexical) words over the total words.
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Some Readability Tests
• Automated Readability Index
• Flesch-Kincaid Reading Ease & Grade Level Tests
• Gunning Fog Index
• SMOG Index
• Fry Readability Formula
• Coleman-Liau Index
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Word of caution
• These tests DO NOT necessarily produce the same results.
• You can run different tests on the same text but ultimately have to settle for one or two of them and base your decisions on that.
• The important thing is to achieve an internal consistency in your test findings.
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Whole text or part thereof
• You can run the tests on an entire text or parts thereof
• This could help you determine the level of difficulty of the questions based on a particular part.
• (Check if average of individual results correspond with comprehensive result)
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Readability Tests
• Online• Offline
Offline: Microsoft Word 2013 [Flesch Reading Ease & Flesch-Kincaid Grade Level Tests]
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Readability tests - online
• Readability-Score.com
https://readability-score.com/
• Readability Formulas
http://www.readabilityformulas.com/free-readability-formula-tests.php
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Text Content Analysis Tool
A very useful tool that you could use in conjunction with any of the standard readability tests. More about this tool later in this presentation.
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How to enable Readability Statistics in Microsoft Word 2013
With a Microsoft Word document open:
1. Click on File.
2. Click on Options.
3. Click on Proofing.
4. Select both “Check grammar with spelling” and “Show readability statistics”.
5. Click “OK”.
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Running the Test in MS Word 2013
Run a grammar and spell check.
Once completed, the statistics will come up.
Important:
You have to run the grammar and spell check first. That’s where the readability test gets its statistics from.
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Sample Readability Statistics
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Understanding F-K Readability Scores
Flesch Reading Ease Test
This test rates text on a 100-point scale. The higher the score, the easier it is to understand the document. For most standard files, you want the score to be between 60 and 70.
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Understanding F-K Readability Scores
Flesch-Kincaid Grade Level Test
This test rates text on a U.S. school grade level. For example, a score of 8.0 means that an eighth grader can understand the document. For most documents, aim for a score of approximately 7.0 to 8.0.
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F-K widely used
• The F-K formula was first used by the U.S. Army for assessing the difficulty of technical manuals in 1978.
• Soon became the Department of Defense military standard.
• Pennsylvania: car insurance policies must be written at a maximum of ninth grade level (14-15 years of age). This is now a common requirement in many other states and for legal documents e.g. insurance policies.
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Text Content Analysis Tool
http://www.usingenglish.com/resources/text-statistics.php
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Text Statistics 1(Text Content Analysis Tool)
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Text Statistics 2(Text Content Analysis Tool)
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Text Statistics 3(Text Content Analysis Tool)
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Word Frequency Cloud (Text Content Analysis Tool)
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Word Frequency Cloud (Text Content Analysis Tool)
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Related Investigation
• A fascinating related investigation would be into the readability of listening comprehension texts, and investigating a possible correlation between the level of reading comprehension difficulty, on the one hand, and the level of listening comprehension difficulty, on the other.
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Analysis of Well Read 1-4 texts
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Readability statistics for 16 Well Read 1-4 texts
• Readability statistics (handouts)
• Flesch-Kincaid grade level ranges for 4 texts at each level. Pay particular attention to the extent of the overlaps.
• Complete statistics on the blog
• Also on the blog, the texts of the 16 texts, downloadable and editable, should you want to run your own tests.
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Practical implications / utility
• Eliminating guesswork in choosing texts for quizzes and exams
• Moving outside of, and beyond, the text book
• CHOOSING TEXTS FOR SUPPLEMENTARY (VOLUNTARY) READING ASSIGNMENTS AND QUIZZES
The Well Read series we’re using is (1) dated, (2) monochrome, (3) mono-technological, and (4) all non-fiction.
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Practical Implications (ctd)
• Papers submitted for publication
• Speeches
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Experimental texts
• Uploaded to blog (embedded)
• Three texts
(1) Poem [on friendship]
(2) Humorous quotes
(3) Did you know? [interesting information]
Each with readability statistics and possible questions.
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Words of Wisdom
Nine tenths of education is encouragement.
Anatole France
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Find it on the blog
Reading Comprehension Skills Presentation
rcspresentation.blogspot.com
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Survey (anonymous)
(Complete statistics on the blog)
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Questionnaire – Reading 1
On a scale from 0 – 10:
Q1 How much do you enjoy reading Arabic?
Q2 How much did you enjoy reading English before this course started?
Q3 How much do you enjoy reading English now?
0 = hate(d) it; 10 = love(d) it
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Results/findings
• Two sections (7201, 7203)
• 16 + 21 = 37 students
• Figures in columns 1-3 express relative like/dislike
• Percentage in column 4 expresses the increase/decrease when comparing (a) students’ enjoyment of reading English before the course started to (b) their enjoyment of reading English midway through the course
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Results / findings
Q1 Q2 Q3%
inc/dec68.38 56.49 73.78 +17.30
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Duration/grade correlation
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Duration/grade correlation
• Correlation between time taken to complete test, and test results?
• Reading 1, sections 7201 and 7203, midterm 1
• Objective test (multiple choice, T/F, fill in the blanks)
• 1 hour
• 3 segments: first 30 minutes, next 15 minutes, final 15 minutes
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Results / findings
• Top scorers: 85 and above
• Extended the analysis to 2 sections of Writing 1, for comparison
• Complete statistics on blog
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Results / findings – Reading 1(two sections)
Composite - Reading
Segment
Segment
Segment
1 2 3Average of top scorers (%) 98 91 93Average of non-top scorers (%) 75 70 66Average of all scorers (%) 95 80 71
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Results / findings – Writing 1(two sections)
Composite - WritingSegme
ntSegme
ntSegme
nt
1 2 3Average of top scorers (%) 95 94 93Average of non-top scorers (%) 0 57 66Average of all scorers (%) 95 73 74
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Comparative Results
Composite - Reading/Writing
Segment
Segment
Segment
1 2 3Ave. top scorers (%) R 98 91 93
W 95 94 93
Ave. n/top scorers (%) R 75 70 66
W 0 57 66
Aver. all scorers (%) R 95 80 71
W 95 73 74
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Words of Wisdom
I'm afraid I have an incurable urge for teaching.
Antonio Munoz Molina
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Find it on the blog
Reading Comprehension Skills Presentation
rcspresentation.blogspot.com
![Page 51: Welcome. Words of Wisdom No one should teach who is not in love with teaching. Margaret Elizabeth Sangster.](https://reader037.fdocuments.in/reader037/viewer/2022110213/56649ca85503460f9496aaa4/html5/thumbnails/51.jpg)
Conclusion