An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language Page: 42
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42
Level five--Reading by All Means (Dubin and Olshtain.
1981).
The class time allowed for the experiment in each
class was forty-five minutes. Therefore, each reading pas-
sage was modified in length to some degree in order to
facilitate reading within the established time frame.
In addition, 'culturally loaded' sentences were deleted or
rewritten.
Each reading passage was retyped in two different
formats. In the first format, to be used with the control
group, conventional line division was used. That is, no
effort was made to make ends of typed lines coincide with
constituent boundaries. The resulting text looked very
much as it did in the original textbook.
In the second format, to be used with the experimental
group, ends of typed lines were made to coincide with ma-
jor constituent boundaries. In a few cases lines were
divided within major constituents in order to maintain a
more normal appearance of the right margin. The reading
passages for the control group and the experimental group
in each level may be found in Appendices A-F.
The follow-up comprehension test for each level, con-
sisting of twenty true/false questions based on the reading
passage, was written by the researcher. The same compre-
hension test was given to both the experimental group and
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Childress, Anita Gaye. An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language, thesis, December 1986; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc501132/m1/47/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .