- Title
- Teacher perceived readability of Saudi school texts
- Creator
- Albadi, Nouf Mohammed; O'Toole, John Mitchell; Harkins, Jean
- Relation
- Canadian International Journal of Social Science And Education Vol. 5, p. 299-316
- Relation
- https://www.academia.edu/35596353/Canadian_International_Journal_of_Social_Science_And_Education_CIJSSE_With_Support_from_Canadian_Research_Centre_for_Humanities_and_Science
- Publisher
- Canadian Research Centre for Humanities and Science
- Resource Type
- journal article
- Date
- 2016
- Description
- A sample of passages from mandatory Year 10 textbooks in Saudi Arabian schools were rated by 94 experienced Saudi teachers of the Arabic language, on a five point scale of perceived reading difficulty for Year 10 students. This application of Expert Judgement Analysis enabled comparison of estimated readability levels across school subjects, confirming that in Arabic, as in English, text difficulty varies across differing subject matter, and suggesting that textbook readability in Arabic may impact student comprehension of the subject matter, as has been found in English-medium contexts. Over half of these expert readers rated the Physics text as the hardest to read of the sample passages. These findings point to a need for further research into the elements of science text that could cause difficulty for students in such contexts.
- Subject
- readability; expert judgement analysis; literacy; science education
- Identifier
- http://hdl.handle.net/1959.13/1448843
- Identifier
- uon:43498
- Identifier
- ISSN:2356-847X
- Language
- eng
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