Page 27–46
Effects of Text Simplification on the Comprehensibility of Textbook Texts
Shortlink
: https://www.waxmann.com/artikelART106473
.doi: https://doi.org/10.31244/jero.2025.01.02
Abstract
In the German school system, knowledge transfer is often based on written language. As a result, expository texts in textbooks remain a central medium for teaching in elementary schools. However, the complexity of these texts frequently surpasses the reading abilities of students, particularly those with lower reading skills. This can lead to challenges in the learning process. One approach to support text comprehension in such cases is to simplify the texts. In recent years, the concept of ‘Leichte Sprache’ (Plain Language in German) has been explored as a tool to support struggling readers. In the present study, empirically based rules of ‚Leichte Sprache‘ were applied to simplify textbook texts. The impact of this simplification on text comprehension was assessed among 436 students in grades three to six. The findings revealed that the simplified texts were significantly better understood than the original versions, with students across all grade levels benefiting equally from the simplification. Contrary to expectations, no differential effects based on the students’ reading skills could be found.
Keywords
Primary school, textbook texts, text comprehension
APA citation
Bormann, S., Reggentin, R. & Böhme K. (2025). Einfache Sprache = einfache Texte?: Effekte von Textentlastung auf die Textverständlichkeit von Schulbuchtexten. Journal for Educational Research Online (JERO), 17(1), 27-46. https://doi.org/10.31244/jero.2025.01.02
