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Text Difficulty in Czech Natural Science Textbooks for the Fourth Grade

100%
Hrabí L., Vránová O., Machar I., Pechanec V.
The New Educational Review
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2014
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vol. 35
29-40
EN
The paper focuses on the assessment of text difficulty in six contemporary Czech science textbooks for fourth graders. Text analysis followed the authors’ own methodology. The results obtained reveal varying text difficulty between individual textbooks. Only textbooks by the Alter and SPN publishing companies comply with the difficulty scale for fourth-year textbooks and may be recommended for teaching.
2
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Text topic interest, willingness to read and the level of reading comprehension among adults – the role of gender and education level

88%
Charzyńska E.
The New Educational Review
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2015
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vol. 39
84-95
EN
The aim of the study was to examine the relations between variables connected with the reader (interest in the text topic and willingness to read it) and the level of reading comprehension among adults, after controlling for text difficulty. The study involved 1549 users of Polish aged from 18 to 87. Open-ended questions were used to measure reading comprehension. It was proved that the model taking into account variables related to the reader better predicted reading comprehension than the model only taking into account text difficulty. Moderation analysis showed a little stronger relation between text topic interest and reading comprehension in the group of women than in the group of men. It was also noted that among adults with lower levels of education text topic interest and willingness to read it were more strongly related to the level of comprehension than among better educated people. The discussion focuses on the role of psychological factors in reading comprehension.
3
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Empirical Verification of the Polish Formula of Text Difficulty

75%
Charzyńska E., Dębowski Ł. J.
Cognitive Studies
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2015
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issue 15
EN
Empirical Verification of the Polish Formula of Text DifficultyThe aim of the study was to verify the accuracy of the formula for assessing the difficulty of texts written in Polish (Pisarek 1969). The study involved 1,309 persons aged between 15 and 84. 15 texts were used, each approximately 300 words long, representing different subjects and varied difficulty level. Text comprehension was checked with multiple choice tests, the cloze procedure and open-ended questions. Significant correlations between the difficulty of a text and its comprehension were found (rmc(15) = -0.529, p = 0.043; ropen = -0.519, p = 0.047; rcloze = -0.656, p = 0.008). The results confirmed relative accuracy and usefulness of Pisarek's readability formula. The discussion includes proposed ways of improving the current form of the formula.
4
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Proporcja liczby wyrazów faktycznych i przeciętnych tekstu w kontekście siedmiostopniowej skali trudności jasnopis.pl

75%
Moździerz T.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2021
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vol. 28
323-340
EN
The length of a text will be different depending on the choice of unit, if that should be the number of Actual Words (AW) or Average Words (APW, Moździerz 2020). The ratio of AW to APW in a text changes along with this text’s difficulty. An analysis of the ratio’s change across seven levels of readability on jasnopis.pl (publicly accessible program to asses the difficulty of Polish texts) scale was done. Ten thousand words from authentic Polish texts were collected for each level on jasnopis.pl, and their examination allowed the capture of the ratio’s change. As a result, a table of ratio proportional to different readability levels was created, which allows the easy assessment of any Polish text’s difficulty, by comparison of the text’s ratio to the table. Such an easily accessible assessment tool can be used in the process of Polish language education. 
PL
Długość tekstu liczona w wyrazach faktycznych (WF) i przeciętnych (PPW, zob. Moździerz 2020) nie jest identyczna, a stosunek WF do PPW zmienia się w zależności od stopnia trudności wypowiedzi. W badaniach opisanych w niniejszym artykule stosunek ten odniesiono do siedmiopunktowej skali trudności tekstu programu jasnopis.pl (jest to ogólnodostępny algorytm przeznaczony do szacowania stopnia czytelności polszczyzny pisanej). Analiza tekstów autentycznych o łącznej objętości dziesięciu tysięcy WF dla każdego poziomu trudności według w/w skali pozwoliła pokazać, jak stosunek ten zmienia się wraz z rosnącym poziomem trudności tekstu. Opracowany sposób analizy można wykorzystywać w procesie kształcenia językowego, by w sposób szybki i łatwy wstępnie szacować poziom trudności dowolne wypowiedzi pisemnej w języku polskim.
5

Informacja czy perswazja? Tytuły publikacji naukowych w świetle badań empirycznych

63%
Pawłowski A., Łach A.
Język Polski
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2020
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vol. 100
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issue 2
5-19
PL
Przedmiotem artykułu jest opis badań przeprowadzonych na korpusie tytułów publikacji naukowych z dziedziny lingwistyki, opublikowanych w serii „Język a Kultura”. W artykule podjęto analizę struktury tych tytułów, ich funkcji i efektywności perswazyjnej. Tę ostatnią badano, uwzględniając recepcję, mierzoną wskaźnikami ilościowymi (liczba pobrań z bezpłatnego serwisu), oraz kwantyfikowalne cechy strukturalne (poziom trudności, mglistość, długości elementów). Celem analiz było ustalenie, czy ukształtowanie językowe tytułów artykułów naukowych wpływa na poczytność tych tekstów. Wyniki badań wskazują, że o sukcesie publikacji naukowej decyduje przede wszystkim jej zawartość i prestiż autora, a w niewielkim stopniu tytuł. Odróżnia to naukowy obieg komunikacyjny od obiegu popularnego.
EN
The topic of the article is a description of the research conducted on the corpus of titles of scientific publications in the field of linguistics, published in the series “Language and Culture”. The article analyses their structure, function and persuasive effectiveness. The latter was examined taking into account the reception, measured by quantitative indicators (number of downloads from the free web service), and quantifiable structural features (level of difficulty, readability, length of elements). The purpose of the analysis was to determine whether the language structure of scientific article titles affects their readership. Research results indicate that the success of a scientific publication is primarily determined by its content and author’s prestige, and to a small extent by the title. This distinguishes the scientific communication circulation from popular circulation.
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