Vol. 13 No. 3 (2014), Articles
Vol. 13 No. 3 (2014)

Textual Complexity, Readability and Reading Performance on a Comprehension Test in Adolescents School

Articles
Published 2014-01-11
Daniela Campos Saavedra
Universidad de Concepción, Chile
Paula Contreras Carmona
Bernardo Riffo Ocares
Universidad de Concepción
Mónica Véliz
Universidad de Concepción
Alejandro Reyes Reyes
Universidad Santo Tomas

Abstract

In this paper, the problem of readability is studied from a psycholinguistic perspective. Readability is the intrinsic difficulty of texts to be understood. The aim of this study was to determine to what extent the readability of a text depends not only on its structural properties (linguistic complexity), but also the skills of the reader and the nature of comprehension tasks. An experimental research was carried out, in which two reading comprehension tests were developed by manipulating the complexity of texts. The tests included items to measure various aspects of comprehension according to an evaluation model based on a theoretical psycholinguistic approach. The tests were applied to 208 participants in three different types of schools. The results confirmed the hypothesis that the readability of texts depends not only on the textual properties, but also on the relationship of these with the readers’ characteristics and the comprehension tasks defined in the tests.
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PDF (Spanish)

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