A case for linguistic simplification
Jim Smiley · Institutional Repositories DataBase (IRDB) · 2007
This study investigated the effect on comprehension of a complex reading text after a limited and timed exposure to a simpler version. This design was an attempt to mirror teacher simplification actions during class contact time in order to study the change in medium-term language development. A baseline text was simplified and made more complex using readability scales. Subjects (N=81) were divided into three groups. Group S received the simple version of the text, group D received the difficult version and group B received both versions. A posttest comprehension test was administered. Statistically significant differences were observed between the S group and the D group, providing evidence that readability scales distinguish between levels in English language education, and significant differences occurred between the B and the D group which supported the study hypothesis that access to a simplified version would aid comprehension of a complex text. Group B's exposure to the simple version was limited, and before they answered the comprehension questions, sufficient time was built in to the research design to minimise the effect of working memory. This study tentatively forwards the argument that linguistic simplification offers a direct route to language development beyond its currently accepted role of only providing comprehensible input over an extended study time.