| Abstrakt: |
The aim of the study is to examine the effect of readability on comprehensibility. The study is quasiexperimental as it was not possible to assign groups randomly and the groups were partially controllable. Therefore, the "pretest-posttest unequaled control group quasi-experimental design" was used in the study. The study group consists of 121 fourth grade students divided into two experimental and two control groups. The texts taken from the Turkish textbook approved by the Education Board were used to collect the data of the research. In order to measure the comprehensibility of the texts, the comprehension scale of the Mistake Analysis Inventory was used. The analysis of the data of the study was carried out using the SPSS 24 package. In order to ensure reliability in the study, some of the comprehensibility data were scored by two raters. To do so, comprehension data from 50 randomly selected participants were used. As the comprehension data of 50 participants did not show normal distribution, the Spearman Brown Rank Differences Correlation Test was conducted in order to reveal the relationship between the two raters. According to the test results, a strong and positive significant relationship was found between the two raters (r (48) = .88, p = .00, p <.05). The findings showed that the original (more difficult) versions of the texts were more comprehensible than the versions simplified by the researcher. In other words, long sentences are more comprehensible than short sentences. In this direction, the present study revealed that the readable text may not always be comprehensible. [ABSTRACT FROM AUTHOR] |
