MARC details
| 000 -LEADER |
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| fixed length control field |
02487nab a22002777a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
PILC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221123182407.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
181121s xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Berendes, Karin |
| 245 ## - TITLE STATEMENT |
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| Title |
Reading demands in secondary school : |
| Remainder of title |
does the linguistic complexity of textbooks increase with grade level and the academic orientation of the school track? / |
| Statement of responsibility, etc. |
Karin Berendes, Sowmya Vajjala, Detmar Meurers, Doreen Bryant, Wolfgand Wagner, Maria Chinkina, Ulrich Trautwein |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Date of publication, distribution, etc. |
May 2018. |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Journal of Education Psychology. |
| Number of part/section of a work |
110 : 4, page 518-543 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
An adequate level of linguistic complexity in learning materials is believed to be of crucial importance for learning. The implication for school textbooks is that reading complexity should differ systematically between grade levels and between higher and lower tracks in line with what can be called the systematic complexification assumption. However, research has yet to test this hypothesis with a real-world sample of textbooks. In the present study, we used automatic measures from computational linguistic research to analyze 2,928 texts from geography textbooks from four publishers in Germany in terms of their reading demands. We measured a wide range of lexical, syntactic, morphological, and cohesion-related features and developed text classification models for predicting the grade level and school track of the texts using these features. We also tested ten linguistic features that are considered to be particularly important for a reader's understanding. The results provided only partial support for systematic complexification. The text classification models showed accuracy rates that were clearly above chance but with considerable room for improvement. Furthermore, there were significant differences across grade levels and school tracks for some of the ten linguistic features. Finally, there were marked differences among publishers. The discussion outlines key components for a systematic research program on the causes and consequences of the lack of systematic complexification in reading materials. |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Reading demands. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Secondary school. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Textbooks. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Linguistic complexity. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Academic language. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| Cataloger's initials, CIN (RLIN) |
83024 |
| First Date, FD (RLIN) |
141387 |
