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ANDERSON has been accepted towards fulfillment of the requirements for PhD degree in Curriculum Major professor Date June 14, 1977 0-7 639 @ I977 NORMAN DONALD ANDERSON ALL RIGHTS RESERVED A CLOZE TEST ASSESSMENT OF NIGERIAN STUDENTS' READING ABILITY, TEXT READABILITY, AND AN ASSESSMENT OF INSTRUCTIONAL METHODOLOGY WITH IMPLICATIONS FOR INSTRUCTIONAL DECISION MAKING BY Norman D. Anderson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Curriculum and Instruction .1977 ABSTRACT A CLOZE TEST ASSESSMENT OF NIGERIAN STUDENTS' READING ABILITY, TEXT READABILITY, AND AN ASSESSMENT OF INSTRUCTIONAL METHODOLOGY WITH IMPLICATIONS FOR INSTRUCTIONAL DECISION-MAKING BY Norman D. Anderson Many educators recognize that the matching of instructional materials to the reading ability of students is crucial to their successful academic performance. This need is especially felt in a multi-lingual nation such as Nigeria where educational opportunities are now being extended to the masses. The purpose of this study was to investigate this problem by measuring the readability of four textbooks with Cloze procedure testing. Nigerian students enrolled in five Assemblies of God ministerial training schools participated in the study in the spring of 1977. Each of 371 students took four tests, one on each textbook. Cloze scores were compared with an established range of multiple-choice cri- terion scores found in the research literature. The follow— ing levels of study were identified: frustration, instruc— tional, and independent-study levels. The study also attempted to assess what teachers did to match instructional materials to the reading ability of their students and to determine what instructional strategies teachers used to Norman D. Anderson Conclusive statistical evidence of test validity was not established, but sufficient statistical grounds and evident scoring trends, by book and school, permitted some meaningful generalizations about the Cloze testing. The International Correspondence Institute's independent study textbook was matched to a majority of the students for study on the instructional level. A small percentage of students' scores were in the independent-study level. Faculty members in the schools used informal methods to determine readability of materials. Format considerations were primary in their choice of instructional materials. About one-half of the faculty used word lists and gave explanations of assignments to help students study and read more effectively. The following recommendations were made: (1) utiliza- tion by teachers of Cloze testing for entrance and placement examinations and for assessment of readability of materials students are expected to read and study, (2) Cloze testing of books before adOption by the schools, (3) dissemination of useful instructional strategies for improving the teach- ing of reading, (4) a review of readabiliity criteria of International Correspondence Institute's diploma level curriculum, and (5) development of sets of Cloze tests for other levels of ICI's curriculum and utilization of the findings to match materials to students' reading ability. Norman D. Anderson help their students better understand what they read and study. The following research questions were proposed and answers sought by Cloze testing and a faculty and student questionnaire. 1. According to the Nigerian students' Cloze scores, are the four textbooks matched to the students' reading ability? 2. Is there a significant difference between Cloze scores of the four books tested when statistical controls are applied to the following: the school, the passage, and the deletion pattern? 3. To what extent is the International Correspondence Institute's independent-study textbook, Galatians and Romans,matched, in terms of readability, to the reading ability of the students who took the Cloze tests? 4. What instructional strategies do the teaching staffs of the Nigerian schools use to help their students better understand what they read and study? The findings of the Cloze procedure testing seem to indicate that books two and four were the best matched to the students' reading ability. However, one third of these students' scores were in the frustration level of study. Book one and three were the least matched to students' read- ing ability. DEDICATION To my wife and family for their understanding and continual help ii ACKNOWLEDGEMENTS Throughout the preparation of this dissertation every member of the guidance committee has added new dimensions to my personal and professional growth by their contribu- tions and assistance in bringing this study to a conclusion. Dr. Ted Ward has been a continual inspiration and help as friend, teacher, advisor, and committee chairman. This dissertation could not have been written without the cooperation of Morris Williams, Assemblies of God Field Secretary for Africa and the faculties and students of the five Nigerian schools where this investigation took place. My wife, Judith, the leadership and staff of International Correspondence Institute of Brussels, Belgium, and friends from Wheaton, Illinois, were especially helpful in many aspects of thesis preparation, scoring of the Cloze tests, and final preparation of the manuscript. To these teachers, mentors, and friends, many of whom worked long hours with me, my sincere appreciation and thanks is extended. iii TABLE OF CONTENTS Page LIST OF TABLES ......................... .... ........ .. V LIST OF FIGURES ....................................... Vi CHAPTER I. THE PROBLEM AND ITS SETTING .............. 1 Purpose of the Study ............................ 2 Rationale for the Research ...................... 2 Background and Significance of the Problem ...... 5 Research Questions .............................. 7 The Limits of the Study ......................... 8 The Subjects of the Study ....................... 9 Definitions of Terms and Abbreviations .......... 10 Summary ......................................... 13 Overview of the Study ........................... 15 CHAPTER II. A REVIEW OF THE RELATED RESEARCH ........ 16 The Reading Problems of Nigerian Students as Learners of English as a Second Language ... 16 The Cultural Context of Testing ................. 20 Research Related to the Cloze Procedure and to Readability ............................. 21 The Cloze Procedure ........................ 22 Studies with Cloze in ESL .................. 23 Stubbs and Tucker (1973) .............. 24 Bowen (1972) ......................... 26 Oller (1972) ......................... 26 The Cloze Procedure and Direct Testing ..... 28 Concurrent Validity of the Cloze Procedure.. 30 The Scoring and Criterion Problem .......... 31 Bormuth (1967) ....................... 33 Bormuth (1968) ....................... 34 Rankin and Culhane (1969) ............ 36 Anderson and Hunt (1972) ............. 38 The Cloze Test —— Deletion Patterns ........ 41 Cloze Test Format .......................... 42 Readability Formulas ............................ 43 Faculty Questionnaire on Reading and Instructional Strategies ................... 45 Summary ......................................... 46 iv CHAPTER III. PROCEDURES AND SOURCES OF DATA .... ..... 49 The Basic Method of Research .................... 49 Schools and Subjects .... ........................ 50 Faculty and Students ... ......... ....... ........ . 52 Selection of Texts .............................. 52 Cloze Test Preparation .......................... 55 Deletion Pattern ........................... 56 Cloze Test Format ... ...... . ................ 57 The Student Questionnaire .................. 57 The Practice Cloze Exercise ................ 58 The Cloze Testing ...... ....... .. ................ 59 Scoring the Cloze Tests ..... . ......... . ......... 60 Examples of Acceptable-Word Replacements ......... ............ ..... 61 The Faculty Questionnaire ...................... . 63 The Readability Measures ........ ................ 64 The Fry Readability Graph ..... . ...... . ..... 64 The McLaughlin SMOG Readability Formula .............. ................. 64 Treatment of the Data ... ........................ 65 The Cloze Test Scores . ..... . .......... 65 Additional Data ........................ ......... 66 Summary .... ..................................... 66 CHAPTER IV. PRESENTATION AND ANALYSIS OF THE DATA ... 68 Validation of the Cloze Tests in Africa ......... 69 Results from Testing the Instrument . ............ 70 Book 1 ... ....... . ....... . .................. 71 Book 2 ..................................... 71 Book 3 . ........ . ........................... 71 Book 4 ..................................... 73 The Student Questionnaire ....................... 77 Results of the Cloze Testing ..... ............... 79 The Levels of Study Graph .. ...... . ......... 80 The Schools ............................... 80 Western Bible Institute - School One .. 80 Eastern Bible Institute - School Two .. 82 Mid-West Bible Institute - School Three 84 Central Bible Institute ~ School Four.. 84 Central Bible College - School Five ... 84 Galatians and Romans Independent Study Textbook .... ......................... 88 Readability Measures ............................ 91 Faculty Questionnaire —— Interview .............. 92 Comparison of Results ........................... 99 Book 1 ..................................... 99 Book 2 ..................................... 99 Book 3 ..................................... 100 Book 4 ..................................... 100 Summary ......................................... 101 CHAPTER V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. 104 Summary of the Study ............................ 104 The Problem ..................................... 105 The Schools and Subjects ........................ 106 Methods for Gathering the Data .................. 107 Conclusions ......... ............................ 108 Research Question One ...................... 108 Research Quesion Two ....................... 110 Research Question Three .................... 111 Research Question Four ..................... 112 Recommendations and Implications of the Study ... 114 Implications of the Study for the Nigerian Schools ...................... 114 International Correspondence Institute and Diploma Program Courses ........... 115 Suggestions for Further Research ........... 117 APPENDICES ........................................... ll9 BIBLIOGRAPHY ......................................... 158 Vi Figure Figure Figure Figure Figure Figure Figure Figure ('1) LIST OF FIGURES Levels of Study Graph ...... . ............ Book 2, Declare His Righteousness — Range of Cloze Test Scores: Central Tendency and Dispersion ................ Book 4, Galatians and Romans - Range of Cloze Test Scores: Central Tendency and Dispersion ................ School 1 — Range of Cloze Test Scores: Central Tendency and Dispersion ........ School 2 — Range of Cloze Test Scores: Central Tendency and Dispersion ........ School 3 - Range of Cloze Test Scores: Central Tendency and Dispersion ........ School 4 - Range of Cloze Test Scores: Central Tendency and Dispersion ... ..... School 5 — Range of Cloze Test Scores: Central Tendency and Dispersion ........ Page 74 75 81 83 85 86 87 w 5 LIST OF TABLES Page Table 1. Equivalent Cloze and Multip1e+Choice Percentage Scores for Bormuth and Rankin and Culhane ....................... 37 Table 2. Comparable Multiple-Choice and Cloze Test Criteria ........ . ................... 39 Table 3. Selection of Passages .................... 55 Table 4. Cloze Test Code Numbering ................ 56 Table 5. Examples of Acceptable-Word Scoring for Cloze Tests .......................... 62 Table 6. Tests Between Books by Deletion Pattern ..... ....... ...................... 70 Table 7. Analysis of Variance of Book, School and Deletion ............................. 72 Table 8. A Summary of Cloze Scores by Mean and Standard Deviation for Schools and Books.. 76 Table 9. Range of Ages ............................ 77 Table 10. Galatians and Romans - Mean and Standard Deviation Results of Cloze Testing ...... 89 Table 11. Galatians and Romans: A Summary of Numbers of Students by Year and Levels of Study.. 90 Table 12. The Fry and SMOG Readability Measures ... 92 Table 13. Summary of Faculty Questionnaire on Reading and Instructional Strategies .... 93 viii Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix A. LIST OF APPENDICES A Comparison of the U.S. and Nigerian Educational Systems .............. 120 Student Questionnaire ................. 122 Practice Cloze Exercise ............... 124 Sample Cloze Testing .................. 126 Faculty Questionnaire ................. 135 Readability Measures .................. 138 Sample Cloze Test Format "Apologetics". 143 Student Characteristics ............... 145 Additional Data Cloze Procedure Scoring 150 Cases Dropped From Sample ............. 156 ix CHAPTER I THE PROBLEM AND ITS SETTING The problems of language learning and linguistically different learners are a preoccupation of many nations, including Nigeria. In fact, today this largest of African nations has embarked on a national program of compulsory primary education through which children are being assem- bled to study in every imaginable kind of place, including shady spots under trees. They are learning their ABC's in what, to them, is essentially a foreign language, English. As awareness needs to be created of the potential value of a relatively new way to assess reading and reading materials for these and other learners of English in Nigeria. And the utilization of this new method of testing reading ability and evaluating the readability of instruc— tional materials, called the "Cloze procedure", could prove a definite help to those who take advantage of it. In this chapter there is an attempt to outline some of Nigeria's English language problems with a special emphasis on reading. The rationale for this investigation and the English langauge needs in the schools where this study took place are also treated. Purpose of the Study The purpose of the study was to (1) determine the readability of four textbooks utilizing Cloze procedure by comparing students' Cloze scores with an established range of Cloze criterion scores, (2) assess what the teachers do in the schools tested to match instructional materials to their students' reading ability, and (3) also determine what instructional strategies teachers in the Nigerian schools use to help their students better understand what they read and study. (The students who took the Cloze tests attend ’four Assemblies of God ministerial training schools in Nigeria, West Africa.*) Rationale for the Research An assessment of the English language problems in Nigeria, West Africa was sponsored by the Ford Foundation in *The Umuahia school has college and institute levels which are treated separately, thus resulting in five groups from the four schools. early 1965 and included the cooperation of many foreign agencies as well as the Nigerian Ministry em mvm.mmna o Hoocom v voo. mm~.m sma.m- o www.mmma COwumHmQ mmo. hmm.m nw>.mma v moo.mms Hoonom mma. vm~.moa em moo.smmm o Hoocom m moo. wnm.a emo.mwa w HNM.¢HOH coflumaoo Moo. mam.m mwa.wom v coo.v~om Hoozom «mm. noa.~ nmm.mm em mmm.m~Hm o Hoocom m omo. oma.m mmo.o>a w om~.o~oa coHumHoQ mmo. vvn.~ hm¢.mam v hem.nhm Hoocom mma. mw~.H ovH.Hm em mmm.svma Q Hoocom H Hoe. mw¢.v oom.mam w Hmm.aama cofluoamo moo. omm.v Hem.omm v vwm.mmaa Hoocom m mo m mumsvm new: mo mwumsgm mo Esm coHumfium> mo mouzom xoom mocwoflwflcmaw newumamo can Hoocom .xoom mo moaneum> mo wamxaccd n mqmdfi 73 interaction between school and deletion at .185 shows some statistically significant difference. Book 4. As in book one, no significant difference is seen in book four for school (.025) or deletion (.004), but the interaction again is significant at .326. Evidence in the data in terms of school and deletion pattern seem to support the absence of significant differ— ences. Yet in each case, for the F value of the inter- action between school and deletion, a statistically signi— ficant difference is seen. Though these differences are statistically significant, it does not follow that they are meaningful. A similarity of performance on the Cloze tests between schools can readily be seen upon examining the scores plotted on the graphs for Figures 2 and 3. Each of these two graphs combines the scores of one book for all five schools: Figure 2 -- Declare His Righteousness (p. 74), and Figure 3 -- Galatians and Romans (p. 76). The Cloze scores are indicated by the central tendency (mean) and dispersion (standard deviation) for each school. As can be noted, the majority of the students in all five schools were within the instructional and independent-study levels in relation to each of these two books. For all schools a summary of Cloze scores by mean and standard deviations is given on Table 8 (p. 76). 74 Frustration * Inst ructlonai Independent School 1 2 3 4 5 Figure 2. Book 2, Declare His Righteousness - Range of Cloze Test Scores: Central Tendency and Dispersion *462 to 63% is the accepted range of instructional level of study Source: Boyce, 1974, pp. 75, 76 u - mean average score 0 -standard deviation 75 Frustration Instructional Independent * School 1 3 4 5 20% 30% 40% 50%, 60° 70. Figure 3. Book 4, Galatians and Romans - Range of Cloze Test Scores. Central Tendency and Dispersion *46% to 63% is the accepted range of instructional level of study Source: Boyce, I974, pp. 75, 76 u—mean average score o-standard deviation 76 GOflumwK/mfiu Uumfiflmum muoom acme owmuo>m I : mm.w mm.cm q NN.¢ mw.mm m No.0 Hw.mm N m~.w mH.HN a (Meowumw>on pudendum mwmuo>< 9:62 mwmum>< xoom 3 mowmum>< mm.mw No.0N nq.m mm.mm mw.m «a.mm q~.w o~.-. mm.m .Hm.nm Hauoe mo.m wH.wN mw.m ma.mm Hm.m ma.mm NH.w Hw.em mm.m mm.wm q om.m nq.m~ oa.oa Hm.qm mw.w om.NN oa.m mo.ma mo.m ow.mm m qm.o wa.w~ oo.w mo.wm om.n mo.mm He.m mm.e~ mm.m Hm.om N Hm.m AN.NN mm.n mm.mm wN.m mm.mH om.m qa.wa Ho.m oq.mm H mxoom o s o s o a o s o a m e m flmmmww «w mqmoo pudendum can and: >b mopoom onoao wo seweesm < w mdm<fi l O 77 'The'Student'QueStionnaire All of the students who participated in the testing filled out a questionnaire. A number of students had a very difficult time completing the questionnaire without the help of the teachers. Although an appraisal of students' characteristics was not one of the stated research questions, a consideration of what the students reported on their questionnaires can provide a better understanding of them. As was mentioned before in this study, the subjects selected for this research came from a cross-section of Nigeria geographically and linguistically. They had a wide range in years of formal schooling: one to seventeen years with a mean of 8.3 years. The age of the students was also found to vary greatly: from fifteen to sixty years, though the reported ages of most of the 365 subjects fell in the age twenty to thirty bracket. TABLE 9 Range of Ages Age Number of Subjects 1. Under twenty 28 2. Between twenty and thirty 245 3. Over thirty 92 On the questionnaire the students were also asked to list secular employment prior to enrollment in theological 78 school. Their responses were classified into six cate- gories: workers in offices, industry, commerce and trade, farming, the army, and student. Seventy students reported previous employment in white collar jobs in offices or in civil service. Farming was reported as the previous occu- pation of 113 students, while there were 117 who reported working in various types of business enterprises including trading. The number of peOple in the industry category was the highest with 122 persons. Ten students had for- merly been in the army and eight had no previous job experience, but had been students. It is interesting to note from this information that the majority of these students were adults who had had a considerable amount of secular work experience before becoming students in the Bible training schools. Included on the questionnaire was one question intended to obtain information about the students' reading habits. Students were asked to indicate the types of reading mate- rials they had voluntarily read within the previous four weeks. A remarkably high number of subjects, 298 out of 371, reported reading books not assigned them in their regular classes. Those reporting reading newspapers numbered 169, while the least number of students reported reading magazines, 106. In two of the schools daily news- papers were made available to the students, and school libraries all contained some selection of magazines. 79 On the questionnaire the students were asked to indicate whether they had ever taken some kind of correspondence course. Out of 371 reporting, 106 indicated taking and completing a correspondence course. Forty-six had taken studies by correspondence but had not completed the studies they had begun. It can be seen from this short appraisal of student characteristics that those who participated in this study had a fairly broad background of life experience before entering theological school. They also varied widely in years of formal schooling and job experience as well as in age. As has been mentioned previously, the students also differed considerably in functional language abilities. Results of the'ClOZe Testing Chapter I outlined the language problems of Nigerians and stated the rationale for this study. Teachers and designers of instructional materials need to know how to better match reading materials to reading abilities of students in general. This study explored matching instructional materials to the reading ability of Nigerian students in particular. The review of research seemed to indicate the lack of English skills of Nigerians in relation to Ugandans, Australians, and U. S. students. 80 The Levels-of—Study Graph The assumption was made that a Cloze test score can be related to a multiple-choice test score using the range of scores according to the research reported in Tables 1 and 2 in Chapter II. These tables presented the comparison between multiple-choice and Cloze test scores that led to this assumption (pp. 37 and 39). Figure 1 (p. 40) is an attempt to provide a frame of reference by which to interpret Cloze scores in Nigerian schools. It is a graphic presentation of the findings of some of the major research regarding Cloze and multiple- choice testing. For this study the figure serves as a model for the presentation and interpretation of Cloze scores . The Schools Western Bible Institute - School One In Figure 4 the results of the Cloze testing at school one are given. This school is situated between Lagos and Ibadan —— two of Nigeria's major cities. Of the fiftyéfour students at school one, the majority of Cloze scores for each book was in the instructional range. Year one stu- dents were excluded from the results of the testing of book one. The first-year students do not study this book until their second year. 81 Frustration Instructional Independent * * Book ‘19---” -_-__ E- t______ _ lo 1 Lm-—-—-‘p-—1 -.1——-t.-—1-— p313 -lo u +10 2 2;“ i :15-2-144-2-2-2” 11:32:22: :::::::::;:: ::::::;:::E' 3 ' :-:;:o:;:;:;:;- ' :-:-:-:-:-:-::-:-:-:-:-:-: {id-2:513" 4 20% 30% 40% 50% 60% 70% Figure 4. School 1 - Range of Cloze Test Scores: Central Tendency and Dispersion *46Z to 63% is the accepted range of instructional level of study Source: Boyce, 1974, pp. 75, 76 u— mean average score 0- standard deviation 82 The graph, Figure 4, shows that books one and three were the most difficult for this school, especially book one, while the scores of books two and four are favorably compared to each other. However, the subjects scored slightly higher on book two. In addition, according to Figure 4, the majority of students scored in the instructional-independent study range. About twenty-six percent, or about fourteen students,were at the independent- study level on books two and four. Central tendency and dispersion of book one is similar to books two and three. Eastern Bible Institute - School Two For Eastern Bible Institute, school two, the Cloze scores are plotted by book on Figure 5; fifty-five students at the school are represented on the graph. Although year one is excluded from the calculation of book one, the book was still exceptionally difficult for years two and three. Once again the Cloze scores on books two and four were within the same level of study range. The mean for this school (as well as for all schools) is found on Table 9. The geography book (three), at about the same level as book one, was also very difficult for all students at this school. About forty percent of the students from school two were on the frustration reading level, according to the Cloze scores (about twenty students). Similarity of 83 Frustration Inst ructional Independent * *1 Book -lo____ __”‘J{_ _‘ +10 49... ..... u +10 2 &:l:.':':;51:55:23:F:::::I:I:I:;I 313:? A4” 0:53P: ,‘3‘: " 14*; -lo u. +10 3 “ """"""""""""""""""" . W ‘ ~10 , 11 +10 4 20% 30% 40% 50% 60% 70% Figure 5. School 2 - Range of Cloze Test Scores: Central Tendency and Dispersion *462 to 63% is the accepted range of instructional level of study Source: Boyce, 1974, pp. 75, 76 Ll- mean average score C7- standard deviation 84 central tendency and distribution is seen for books one and three, and again for books two and four. Mid-West Bible Institute - School Three Approximately half of school three (Mid-West) students' Cloze scores were at or above the instructional level; almost one-half of the thirty-seven students. Very few students, according to the Cloze scores at Mid-West, were reading at an independent study level. The Cloze scores for this school are reported on Figure 6. The distribution of scores on each book was fairly uniform. Central Bible Institute-'SChOOl Four School four (Central Bible Institute) had 117 students, the largest student body of all the schools. About fifty percent of the students were reading on the instructional level and about twenty-six percent, or thirty students, are recorded as reading the textbooks at the independent study level. Again, books two and four have about the same distribution of scores on the graph (Figure 7) in this school as in the other schools. Central Bible College— School Five Eighty-seven scores of subjects in school five, Central Bible College, are plotted on Figure 8. The administration of this school requires that a student score ninety percent or above on an entrance placement 85 Frustration Instructional Independent * * Book 1 .-.-+10 2 .Siiflfl ¢ : +10 3 .. - - -- +10 4 : 20% 30% 40% 50% 60% 70% Figure 6. School 3 - Range of Cloze Test Scores: Central Tendency and Dispersion *46Z to 63% is the accepted range of instructional level of study Source: Boyce, 1974, pp. 75, 76 L1- mean average score 0- standard deviation e-vm 86 Frustration Instructional Independent * * Book 1 —10___j__‘u_d__ _~:10 1 ct“... ...r..-t--:i -;o 11 +10 2 rxégfiy» 333§3fi§afii3:+1:633§3?3 -10'l_ u +10 3 I. llim I '10 LL 4 +10 20% 30% 40% 50% 60% 70% Figure 7. School 4 - Range of Cloze Test Scores: Central Tendency and Dispersion *46Z to 63% is the accepted range of instructional level of study Source: Boyce, 1974, pp. 75, 76 u " mean average score 0'- standard deviation 87 Frustration Instructional Independent * * Book ~10 U- + 1 r:_'.:_ .1“::.:. “3.22111 3 +10 2 ‘”'“ i-*#z+x+u+H+H-T ">f?§?cox+ ~10 +10 3 f,12:35:31:55-25-3-2 292'? ..- +10 4 Ifififi$fi1£+yfifi$ffl+3+3bfl;3-K+E+ >37 20% 30% 40% 50% 60% 70% Figure 8. School 5 — Range of Cloze Test Scores: Central Tendency and Dispersion *46% to 63% is the accepted range of instructional level of study Source: Boyce, 1974, pp. 75, 76 LI— mean average score 0 - standard deviation 88 examination for acceptance into the school. The Cloze scores for school five are most similar to the scores of school. one. However, the difference by means per book is from one to two points, school one scoring slightly high- er (Table 8, p. 76). Book one was difficult for school five students as well as for the other students when a comparison is made with scores for all books and schools. In relation to the other books, book three has a slightly greater distribution than the other three books. Books two and four for school five, as for the other schools . proved to be the best matched to their reading ability according to the Cloze scores. Book four had the smallest dispersion of scores. The greater majority of students in this school scored in the instructional to independent study levels. Galatians and Romans Independent-Study Textbook The Galatians and Romans independent-study textbook published by International Correspondence Institute is especially designed and produced for students like those who participated in this investigation. It is part of a projected curriculum of over forty volumes that are now in the process of being written and published especially for use in the developing nations. IFor this reason special attention has been focused on it. This is not to say that two Cloze tests taken by about 350 African IIIIlllllllllllIlIIIIIIIIIIIII-I----::e—————=+———————- —w-~— 89 students is an infallible measure or predictor of the academic success of students who will actually study the whole book. Too many other variables interact in the learning process to make such a prediction. However, it was considered that a pilot project on readability with Cloze procedure could help clarify some of the problems associated with readability that are encountered or asso- ciated with the design and implementation of instructional materials for students like the Africans who participated in this study. Table 10 below reports the findings of the Cloze test- ing with the textbook, Galatians and Romans. For each school the mean score and standard deviation is given. This same information is plotted on Figure 3, page 75. According to the graph, the means all fall in the instruc- tional level of study. TABLE 10 Galatians and Romans, Results of Cloze Testing by School, Means, and Standard Deviations School Mean Standard Deviation l 28.87 9.37 2 24.81 8.12 3 23.87 7.31 4 27.15 7.83 5 28.80 9.03 90 The greatest difference between means was in schools one and three - five points. The largest difference in standard deviations was found in these two schools also. Schools one and five had the largest dispersions (standard deviations) of scores, while the lowest standard deviation was reported for school three. The lowest—scoring schools for Galatians and Romans were two and three. These two schools scored lowest on the other four books as well (Table 8). However, school three does have the lowest standard deviation. Table 11 below gives a summary for Galatians and Romans of the numbers of students by year in school and by levels of study. The levels of study are the range of Cloze scores used in this study to interpret student performance. The table also reports the totals for all categories: grade, number of students, and levels of study. TABLE 11 Galatians and Romans: A Summary of Numbers of Students by Year and Levels of Study Levels of Study Year Total No. Frustration Instructional Independent in of Students Below From Above School by Year 45% 46% to 63% 64% First 159 49 78 32 Second 80 22 37 21 Third 112 19 75 18 Totals 351 90 190 71 91 Readability MeaSures It could be expected that Edward Fry, the author of the "Fry Readability Graph" (Fry, 1968), would be biased in relation to the Cloze procedure, but perhaps he is not entirely wrong. In an article written for the Journal of Reading entitled, "A Readability Formula That Saves Time," he gives his reasons for preferring his Readability Graph over the Cloze test in spite of the greater validity of the latter: Were it not for the enormous amount of time this method takes, Cloze procedure would be an excellent way to determine readability. In addition to the time it takes to make the Cloze passages, a number of different passages must be tested at the same time on the same group of children. One cannot return to the same group of children several months later, for their reading ability will have changed and the Cloze error scores will not be comparable. As a research tool the method is excellent but for practical purposes it is all but impossible to use (Fry, 1968). In this study reference has been made to the two readability measures developed by Fry and McLaughlin. A detailed account of conventional readability measures can be found in other books listed in the bibliography of this study. As with the Cloze procedure, conventional readability formulas must be used in certain ways to assure their maximum utility. A detailed discussion of guidelines for employing these formulas can be found in 92 Van Rooy (1973, pp. 7-9). In Table 13 the grade levels of the four textbooks used in this study as calculated by the Fry formula and SMOG readability graph are given. The calculation data are provided in Appendix F. TABLE 1 3 The Fry and SMOG Readability Measures Grade Level Book Fry SMOG l. Pearlman —9_ -TT— 2. Williams 7 9 3. Perkins 6-7 8 4. Pomerville 7 9 Faculty Questionnaire —- Interview All of the twenty—four faculty members who filled out the questionnaire also made themselves available for an interview. The analysis of the data is presented in Table 14. During the interview sessions the respondents were asked to elaborate on any of the sections of the questionnaire. They showed a keen interest in the "Cloze procedure" study. From the table we can see that all of the teachers utilized required textbooks for their 93 TABLE 14 ‘Summary Faculty Questionnaire on Reading and Instructional Strategies Did you use any of the following types of printed materials with your classes: Required textbooks Workbooks Supplementary textbooks Supplementary handouts —- notes Library readings or research Other Sometimes Yes ‘Eg _24 3 ’9 ll 1 fl 9 15 l 2 l Did you use any of the following supplementary materials? a. Provide tapes of your class lectures Provide vocabulary tapes to aid students with required and difficult vocabulary Provide vocabulary lists to aid students with special vocabulary Provide vocabulary tapes to aid students with general vocabulary Provide taped explanations of the assigned written materials Provide study questions to guide your students toward getting the literal understanding of what they read 19 19 12 18 l9 94 Table 14 (continued) Faculty Questionnaire (continued) g. Provide explanations of the assignments so that your students can read the material analytically l6 4 3 h. Provide study guides that have been prepared by a publishing house 4 13 4 i. Provide instruction to your students on the application of study techniques that will help them preview materials and guide their reading in an organized way 11 5 6 3. How were the books selected you used in your class? a. Chosen by yourself 6 b. West African Board of Education 15 c. A local school committee 6 4. When the books were selected by you or within your school by a committee were any of the following factors considered? Yes No Sometimes a. Authorship 16 3 b. Publishing House 15 4 c. Readability level of the text or printed materials as determined by the application of a readability formula or formulas 9 7 4 d. Readability level of the text or printed materials as stated by the publisher - 7 5 6 Table 14 Faculty Questionnaire (continued) 95 (continued) e. Readability level of the text based on your judgment derived from comparing the text with other available textbooks 16 2 l f. The format of the book including: 1) 2) 3) 4 V 5 v 6 v 7 V 8 v 9) 5. Which methods do you use that your students read better and read Kind and type of print Illustrations General appearance of the printed material Reference guides Paragraph divisions Chapter divisions Density of fact presentation Interest appeal Abstractness of treatment 13 4 1 10 2 2 10 3 3 _6 _7__ _3 __8_ __5_ __3._ 10 1 2 13 2 A _1_ _1_ 5 4 4 seem to work best in helping understand better what they I 96 courses, while only three of them required the use of workbooks. Eleven of the faculty reported using supple— mentary textbooks all of the time, and nine indicated em- ploying supplementary texts some of the time. Most did not make handouts or notes a consistent part of their in- structional strategy, but library readings and research were required by most of the teachers. None of the respondents provided tapes of the class lectures or vocabulary tapes to help students with difficult words. But one of the teachers states that he encouraged students to bring tape recorders to class, and personal observation confirmed that students did utilize tape recorders in various ways for their studies. Twelve of the respondents indicated use of vocabulary lists to assist students with special vocabulary, while nine of the teachers provided study questions or instructions in order to help their students understnad the literal meaning of what they had read. Six indicated not using study ques- tions, while eight did utilize them sometimes. Sixteen out of the twenty-four respondents did pro— vide explanations of their class assignments to help students read the material analytically. Only four used study guides prepared by publishing houses. A number of the teachers mentioned in the "Methods-You-Use-That-Work- 97 Best" category in oral reading with students asking and answering questions on the reading. Most of the textbooks were not selected by teachers themselves but by the West African Board of Education or by a local school committee. Several of the Board members were interviewed and their comments are included below. Though some of the faculty indicated that they considered readability factors in the selection of text materials, at the interview session they stated that they really had not been aware of any formal way of assessing readability either with the traditional formulas or by Cloze procedure. Readability formulas were not applied in the selection of textbooks. However, the teachers did use informal methods for assessing the readability of instruc- tional materials. They compared available texts before making their choices. They also considered factors relat- ing to the format of the books, including kind and type of print, chapter divisions, density of fact presentation, and interest appeal. One teacher considered the length of the book in order to make sure it "fit the course program for the semester." For English books, one teacher indicated taking into account the frequency of exercises in the book and their relationship to actual needs of the students. Another mentioned urging students to read the Bible in several language translations and to use the dictionary to "get the 98 dictionary habit." In English language studies this same teacher mentioned giving comprehension drills with multiple-choice answers and using a publisher's card system which included phonics and word building. The card drill is made available from the library for daily use for what are described as "the more eager students" who want to work themselves up to higher levels of reading and transfer into the upper levels of English studies. One of the teachers also mentioned having students read out loud individually and correct each other. Another teacher had students listen to themselves on tapes which helped them assess their own progress in the English language. This same teacher had students read before the class and then the whole class questioned the reader on what was read. Finally one of the schools has a continuous spelling bee going on all year and periodically holds a prize- winning contest. Enthusiasm ran high in one of the ses- sions the author attended. One factor became evident in the interview: teachers were interested in helping their students learn and read better. They themselves wanted to learn more about teaching. 99 Comparison of the Results The results of the Cloze testing method tended to con- firm the fact that the Nigerian students who took the tests do face many problems in English language learning and lack many essential English language skills. Book 1 - Pearlman Book one was seen to be the most difficult for all students in all schools. The lowest scores within schools for all books were also on book one. The readability for- mulas also tended to confirm the difficulty level of this book assigning it a grade level of eleven years, the highest of any of the four books. Students' scores were in the instructional range for this book in only two of the schools; that is, on the basis of one standard deviation. Very few students would be in the independent study score range. Book 2 - Williams The Cloze scores for book two were consistently higher than for the other books in all schools regardless of school or deletion pattern. The readability grades assigned to this book by Fry and SMOG, respectively, were seven and nine. Book two is consistently located on the graphs in the instructional level range of scores. The book was read best 100 by schools one and five. More students were in the inde- pendent study level on this book than on any other book. Book 3 - Perkins Perkins, book three, was assigned the lowest (easiest) readability level by the Fry graph and SMOG formula. The mean average scores for book three were somewhat higher than for book one but lower than for books two and four. The dispersion (standard deviation) for this book was larger than for the three other books (Table 8). Book 4 - Pomerville The mean average Cloze score for Galatians and Romans was greater than the means of books one and three but less than book two by 1.22 (Table 8). Figure 3, page 75, sum- marizes the range of Cloze test scores by central tendency and dispersion. On the graphs, Cloze scores for book four are all in the instructional level range (standard devia- tion for school three is 7.31 and the mean is 23.97 - the Cloze percent score extends to 62.56, almost to the inde- pendent-study level of 63%). More students are in the frustration level on book four than are in the independent-study level. However, the average across schools of the standard deviations of book four is lowest of all four books: 8.33 as compared to 9.02 for book two. 101 Summary 1. Although conclusive evidence for Cloze test validity was not established, there were sufficient sta- tistical grounds to make meaningful generalizations regarding the results of the Cloze testing. 2. The Nigerian students seem to differ from one another in terms of the following: age, former schooling, and job experience. 3. According to the Cloze scores plotted on the level-of—study graphs it can be stated that: a. The majority of Cloze scores for school one were in the instructional to independent-study level. About the same number of scores were in the frustration level as scores in the independent-study level. b. About forty percent of the Cloze scores were in the frustration level at school two, with only a minimum of scores in the independent-study level for books two and four. c. In school three fifty percent of the Cloze scores for books three and four were in the instruc- tional level while fifty percent were in the frustration level. Book two scores were the highest, book three the lowest. Average distribution of scores for all books was lower than in all other schools. 102 d. About seventy-five percent of the students' scores in school four were in the instructional to independent-study levels. The highest standard deviation (dispersion) for book three was in this school. The difference in the standard deviation between the other three books was smaller: book one, 7.38; book two, 8.60; book three, 10.10; and book four, 7.83. e. In school five there was a very small differ- ence between mean average scores or between standard deviations for books one, two, and three. Book four was the exception in relation to the mean average score. The standard deviation was .48 lower than the highest standard deviation. Most Cloze scores were in the instructional to independent-study levels. 4. Cloze scores for book one were the lowest of all four books. Book three Cloze scores were the next lowest, followed by book four and book two. Students scored highest on book two. The average standard deviation for book one was the lowest, followed by books four, two, and three respectively.» The highest average mean score was for book two, followed by books four, three, and one. 5. About twenty-five percent of the Cloze scores for Galatians and Romans were in the frustration level, fifty- four percent of the scores were in the instructional level, 103 and twenty-one percent were in the independent-study level. Standard deviations varied from a high of 9.37 in school one to a low of 7.31 in school three. The average standard deviation for all schools was 8.33, or two percentage points higher than the lowest standard deviation (book one). 6. The Fry and SMOG readability measures used in the study tended to be more accurate in relation to the reading 'ability of the students in the measurement of the theolo- gical content materials than in the measurement of the geography textbook. 7. The results of the Cloze test assessment of the four textbooks seem to confirm previous findings regarding English-language reading deficiencies of Nigerian students. 8. Teachers use different types of standard printed materials for their teaching (textbooks, handouts, etc.), but very little use is made of supplementary materials except vocabulary helps (lists) and study questions. Classroom explanations of assignments and study techniques were given by the teachers. Very few teachers had any information on assessing readability, but used informal criteria to determine the reading level of instructional materials. Format consideration for the choice of text- books was indicated by most teachers as a consideration for textbook choice. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This study was carried out to: (1) determine the readability of four textbooks with Cloze procedure testing by comparing selected students' Cloze scores with an estab- lished range of Cloze criterion scores, (2) assess what the teachers do in the schools studied to match instructional materials to their students' reading ability, and (3) deter- mine what instructional strategies the teachers in these Nigerian schools use to help their students better under- stand what they read and study. In this chapter a summary is given of the problem, procedures followed in the study, and the listings of the findings, the conclusions and implications of the study are given, and recommendations are made for further research. Summary of the Study The problem, the schools, and subjects are treated in 104 105 this section, a review is given of the findings and of the method for gathering the data. Finally, the conclusions to the research questions are related to the findings. Recommendations are made regarding the implications of the study for matching reading materials to specific groups of students by utilizing Cloze procedure and other instructional strategies to increase reading effectiveness. The potential usefulness of Cloze procedure is treated along with the limitations of the Cloze procedure methodology. The Problem One of the problems teachers and other curricular workers face is how to match instructional materials to their students' reading ability. This problem is further compounded in a multi-linguistic environment of a nation like Nigeria where children do not learn English at home but in school. The object of this study was to explore the potential of a relatively new method for assessing the reading difficulty of textual materials in relation to specific groups of students. In the schools where the Cloze tests were given, an assessment was made by means of a questionnaire interview to determine what teachers now do to match instructional materials to students' reading ability, as well as to deter- mine the instructional strategies teachers use to help their students read better. 106 The purpose of the questionnaire and interview was also to help create an awareness of the need to assess readability of instructional materials teachers use. Answers to the following questions were sought: 1. According to the Nigerian students' Cloze scores, are the four textbooks matched to the students' reading ability? 2. Is there a significant difference between the Cloze scores of the four books tested when statistical controls are applied to the following: the school, the passage, and the deletion pattern? 3. To what extent is the International Correspondence Institute's independent-study textbook, Galatians and Romans, matched, in terms of readability, to the reading ability of the students who took the Cloze tests? 4. What instructional strategies do the teaching staffs of the Nigerian schools use to help their students better understand what they read and study? The Schools and Subjects The participants in the study were students who attended five of the schools of the Assemblies of God Church in Nigeria, West Africa in the Spring of 1977. There were 371 students who took the Cloze tests. However, twenty did not have complete data. Most of the students did not finish all of 107 their tests. One student completed all four of the tests but no student questionnaire was attached to the test to determine his year in school or other pertinent information. Methods for Gathering the Data Three instruments were used to gather the data. They are briefly mentioned below. The Cloze Procedure The Cloze procedure was utilized in West Africa in March, 1977 to test four textbooks with Nigerian students. Each of the 371 subjects took four tests. The tests that every student took were based on one of two passages taken from each of the four textbooks. The tests were adminis- tered jointly by the teaching staffs of the schools and the author. The Student Questionnaire The student questionnaire was used to gather demo- graphic information about the students as well as to find out about other student characteristics such as age, years in school, and languages spoken. 108 The Faculty Questionnaire Twenty-four faculty members of the five schools filled out the questionnaire and participated in an interview to clarify their selections of items and comments on the questionnaire. Conclusions The review of the research on the topic of Nigerian students' reading ability indicated their lack of English language skills as compared to other speakers of English for whom English is the mother tongue, or who study and speak English as a second language. Teachers in the schools where students were tested by Cloze procedure also affirmed that Nigerians do have English language deficiencies such as those described in the review of the research. The results of the Cloze testing tended to confirm these con- clusions. ' The findings of the study provide the following answers to the research questions stated in chapter 5, page 7. Research Question One 1. According to the Nigerian students' Cloze scores, are the four textbooks matched to the students' reading ability? 109 Book 1 - This book was the most difficult for all students in all schools according to the Cloze scores, and was the least matched to students' reading ability. The conventional readability measures assigned this book the highest grade level (9th grade by the Fry graph and ll-12th grade by the SMOG formula). In fact, the readability measures paralleled the Cloze findings with books one, two and four. Book 2 - Book two had the highest mean average Cloze score (27.81) for all schools but had a high standard deviation as well (9.02). It was the easiest for the stu- dents to read but the dispersion of scores was larger than that of book four. It was the best matched to the read- ing ability of the students in all schools. Book 3 - According to the readability measures (Fry and SMOG), book three had a lower grade level (p. 92) than all the other books (easiest to read). However, the Cloze scores showed the opposite to be true. Cloze scores on book three were lower than the Cloze scores on books two and four, while the readability measures assigned books two and four to higher grade levels (harder to read). This evident contradiction may be due in part to the subject matter of the books. Book three (geography) could be less familiar to students than books two and four (Bible and theology). The distribution of the scores on book three was the highest of all books (9.27). A majority of students were 110 in the instructional to independent-study levels for book three. Nevertheless, about 30% of students were in the frustration level of study according to the Cloze scores. Book three was slightly better matched to students' reading ability than book one. Book 4 - Book four (Galatians and Romans) along with book two was the best matched to the students' reading ability. Though book two had a slightly higher mean average (27.81 to 26.59) the standard deviation (distribution of scores) for book four was slightly lower in relation to book two (9.02 to 8.33). There were fewer scores on the extreme ends of the distribution. Research Question Two 2. Is there a significant difference between the Cloze scores of the four books tested when statistical controls are applied to the following: the school, the passage, and the deletion pattern? The testing of the instrument was not conclusive. Though significant differences were not found between school and deletion patterns independently, a significant difference was consistently found between the interaction of school and deletion pattern. However, although these differences were statistically significant, it does not follow that they were also meaningful. The performance of students in the schools tended to show specific scoring trends of students on specific books. 111 Research Question Three 3. To what extent is the International Correspondence Institute's independent-study textbook, Galatians and Romans, matched, in terms of readability, to the reading ability of the students who took the Cloze tests? The Galatians and Romans independent—study textbook, as stated above, was one of the two best matched books to the reading ability of the students tested. However, as reported in Table 11 (p. 90), only about two-thirds (66%) of students' scores were in the instructional to independent-study levels. Therefore, to say that it was one of the better-matched books to the students' reading ability does not indicate its suitability for study by all of the students in the Nigerian schools tested. The range of students' reading ability was found to be extremely varied and diverse for this conclusion. As an independent-study textbook, however, Galatians and Romans does contain word studies for each lesson along with other study helps which were not measured in this study. These factors should be taken into consideration regarding which students tested could successfully study this book independently. Probably, because of other readability factors (such as word studies), a number of students who scored in the instructional level could also study the book independently. This could be ascertained by having a number of them actually study the book in part or in whole. 112 Research Question Four 4. What instructional strategies do the teaching staffs of the Nigerian schools use to help their students better understand what they read and study? The faculty questionnaire and interview provided an overview of what the teachers who participated in the study do to match instructional materials to their students' reading ability. The questionnaire also indicated the instructional strategies teachers use to help students read better. The kinds of decisions the teachers made regarding readability mostly had to do with informal selection pro~ cedures of books or other reading materials and was based on common sense judgments such as format considerations (p. 95) along with the comparison of books to be used with those already being used. Though nine of the respondents indicated materials were chosen on the basis of the application of a "readability formula" (p. 95, section d), when questioned further, none had done so with formulas mentioned in this study such as the Flesch, Dale—Chall, Fry, or SMOG. None of the teachers had any knowledge of the Cloze procedure and the potential use of Cloze for assessing readability of instructional materials. Though cassette recorders were not used by teachers, students did use them for various study purposes. 113 Teachers could probably take advantage of recorders to further explain difficult vocabulary and reading assign- ments. Supplementary materials were probably not used to the extent that they could be profitably used. Vocabulary lists with definitions and study questions to guide stu- dents in their school work were reported used by about one-half of the faculty members of the schools. Student-teacher interaction in explaining assignments and in providing instruction on applying study techniques to preview materials and guide students' reading was in- dicated as being employed by one-half to two-thirds of the teachers. These four instructional techniques were the most used by the teachers. Teachers provided: 1. Vocabulary lists with definitions. 2. Study questions. 3. Explanations of assignments. 4. Instructions on how to study for reading comprehension. In spite of many students' poor reading ability as indicated by the Cloze scores, teachers were able to help students better understand what they read and study. What teachers do makes a great difference in students' achieve- ment. Grade point averages confirm this in that students are fulfilling school requirements and pass their courses. 114 Recommendations and Implications of the Study The following recommendations are given regarding the implications of the study for the schools where the Cloze tests were administered and for International Correspondence Institute diploma level program curriculum. Suggestions for further research are also given. Implications of the Study for the Nigerian Schools The Cloze testing tended to indicate the fact of Nigerian students' English language deficiencies. Teachers in the schools where students were tested expressed a need of better testing instruments, including entrance and place- ment examinations, to help them better understand students' English language needs. The methodology now being employed at the University of California at Los Angeles (UCLA) men- tioned by Bowen (p. 26) would seem to be an excellent option for the Nigerian schools to improve English placement and diagnosis for the various levels of English instruction. Teachers in these schools could utilize Cloze procedure not only to diagnose students' reading abilities and the readability of materials students are expected to study dur- ing the students' first year in school, but also to choose the instructional materials they are expected to study at other times. 115 Before final adoption, books that are chosen by the West African Board of Education of the Assemblies of God, for use in English—speaking West Africa could be better matched to the students expected to study them by first testing the books with Cloze procedure as outlined in this study. As disclosed by the responses on the faculty question- naire, teachers need to obtain more information about reada— bility assessment for more effective instructional decision-making. Instructional strategies used by some of the teachers could be used by many more. As previously mentioned, since some students already are using cassette recorders, it seems that teachers could also make use of recorders to increase their teaching effectiveness. International Correspondence Institute and Diploma Program Courses The course Galatians and Romans tested by Cloze pro— cedure with Nigerian students was seen to be matched to a small percentage of the students in relation to reada- bility on an independent study level. Since the goal of ICI is to write and publish curriculum that students like the African students tested can successfully study by correspondence or independently, a review of readability levels for materials for this target audience needs to be seriously considered. Though Galatians and Romans was the first of the diploma courses to be written and criteria for 116 subsequent courses now being written has been revised, great care should still be taken to assure that this level of curriculum is suitably matched to this audience in rela- tion to readability. In the writing of Galatians and Romans, periodic readability tests were taken on the manu- script with the Flesch readability formula. The Flesch formula assigned a 7th to 8th grade readability level to the course. In this study the readability or grade level calculated with the Fry graph was 7th grade and with the SMOG, 9th grade. The Cloze scoring of this study revealed that this level was too difficult for the majority of students to be able to study the course independently. A review of the readability criteria for this level of curri- culum should probably be done by the Institute. One of the steps that could be taken would be to control the vocabulary by applying the use of word or vocabu- lary frequency lists that are graded for speakers of English as a second language. International Correspondence Institute could also develop sets of Cloze testing for each course and request that ICI directors or other qualified personnel administer the Cloze tests to students in a number of countries. This readability data could then be utilized by the ICI Central Office, Brussels, for adapting materials to specific stu- dents. ICI has already done extensive translation work and is 117 planning to do much more. The Cloze procedure seems to be uniquely adapted for application to other languages as well as English. This should be further researched by the Institute. It should be remembered, however, that the Cloze procedure also has its limitations. Generalizations about the findings in one country, or about groups within a given country, cannot necessarily be made without great care. Cloze testing is meant to be carried on with specific students or p0pulations with materials that are intended for use by the students by whom the materials are tested. Suggestions for Further Research The following issues or questions related to the Cloze procedure and this research could be investigated. 1. To determine readability levels for other students in other parts of the world in relation to the Galatians and Romans course, this present study could be replicated using the same testing instruments and procedures. 2. To ascertain the relationship of different subject matter to students and Cloze testing methodology, the same procedures used in this study could be used with various students in various countries but with more diversified subject matter. 118 3. To get a better idea as to what extent the Institute's other levels of curricular materials are matched to the reading ability of intended students (ICI produces materials on four levels) Cloze testing could be applied to each level. 4. To create an awareness on the part of teachers in general in Assemblies of God schools worldwide as well as in other schools in Nigeria, other faculty could be sur- veyed to determine how they select textbooks, whether readability formulas and Cloze testing are used, and whether or not the reading ability of their students is a consideration they take into account in their teaching. 5. To determine the relationship and utility of in- formal readability standards with Cloze procedure and con- ventional readability formulas, a comparison of the results of Cloze procedure and other readability formulas could be made with informal readability standards used by teachers. 6. To clarify the Cloze scores in relation to specific student characteristics, the data on student character- istics from this study could be further examined and the findings applied to help students be more successful in their studies. 7. To further clarify methodological issues of dele- tion patterns and Cloze scoring (exact and acceptable- word replacement scoring) data generated in this study could be examined and related to these issues. APPENDICES 119 APPENDIX A A Comparison of the U.S. and Nigerian Educational Systems 120 flare .....89 n 22...: ... ... .... ...... z «m m ... :55 ......ufiuw a 856 {and l a :3... 1.6.3: 8.5.3 ... 856 {28: I g 8&6 . 3.2.26 I o 25:30 .834. ...; 13 mo: .55 r283 .. 2 :33 5322 .2933 ... . 2.8 am so too. I. U goofitou 5954 .33 . Apov 84: 5.:th .0 Nouns"— ... um non-sop; 4».qu nouoaopg lupin»; 121 osgito=xfimstzillluux f m gig/figWZ/Zggé — o n N m Ate: m 8 3 AC0: b m 1513 rat's—m .8...» 5.8.50 4 a m o— s : am am 02 a 2 .8...” is: n— .254 Bu>d U 8.3 m .8...“ as: eve-hose Euro: 9 z .o_com..o_§q o 50> . n Eve-con”: 90 o— m— _oo;um :31 30>-o .00th ... _I BE Worm. J ... .02.“ .213 Z 0— 830m 30>." ».v 1.9 33 ..nunuunmd Summon N. 2 o u u TNHHNJNNNENNHEH 50>n 50>~ n— w— floor—um nova—_ou a_ooxum nova—_ou WJ chap—MW :3: mu; :5 mo; 3 2 825...: .338» 22.8... 3.2335 ......u... m S E . 0 II .pl nowazancruficosm _o nhWMMuHmEm 0N Mu. cummmo a... o o 55.: c . nova—“Puuiumcegh... v.3 «a_zfiozca —N m m m m m m m m I on m NN I 1 1 .m a o o o v~ 0 mm mmwmuw wnx‘ EWBme EHmmez ZmBme .mob mZmBmNm AGZOHBANUDQM fiHmMOHZ Dadduib NEH. .mO ZOMHMGAHZOU d uouoanpg 1»;er APPENDIX B Student Questionnaire 122 l. 3. 4. 8. 10. ll. 12. 13. 123 STUDENT QUESTIONNAIRE Date Student's Name 2. Age School Name Male 5. Female 6. Married 7. Unmarried How many years have you studied in schools ( Circle ) l 2 3 4 5 6 7 8 9 10 ll 12 13 14 How many years or months have you studied in this school? Years Months List below the subjects or topics you like to study most. Have you ever studied a correspondence course? Yes No Did you receive a certificate or diploma from the correspondence school? Yes No — — ~/ List below the languages you know and indicate with a tic or an‘x in the boxes,how well you can speak and write each one. use; mess Language Fair Good Excellent Fair Good Excellent l) E3 C) D E] D C] 2) [:1 D D C] E] 3) 4) C] C] C] E] D Cl Cl C] C] [:1 C] [I] E] 14. 15. 16. 17. 18. If English is your second language, (that is, you did not learn English at home with your parents or others, but in school) do you think that you know { English well enough to pass all your courses without special help? Yes___ No___ Outside of the ministry, what kind of work have you done to support yourself (and your family if yOu have one)? What kind of work have you done in the church? What kind of work or responsibility, if any, do you now have in the church? What kind of work do you expect to do in the church when you leave school? Beside the study materials you are supposed to read for your classes, indicate with a gig or an §~ in the appropriate box or boxes below what other types of reading materials you have read in the past four weeks. D Newspapers - D Magazines — D 39333 APPENDIX C Practice Cloze Exercise 124 125 Practice Cloze Exercise INSTRUCTIONS On this page is a reading puzzle. Every seventh word has been left out of a paragraph of a book, and a blank space has been left where each word was left out. The underlined blank spaces are all the same length but the words that belong in the spaces are of various lengths. At the right, on the margin of the puzzle, each blank is numbered. Your task is to try and solve the puzzle by replacing the words that were left out. Write the words in the spaces you think belong there. The first word has been written in to help you get started. It will help you in doing this exercise, and the longer ones we are also going to do, if you remember to follow the directions below: 1. Read over the whole passage BEFORE writing down any of the words. 2. Write only one word in each blank space. 3. Try and complete every blank. Don't be afraid to guess. 4. If you find some blank hard to fill, go on to do the others and come back to it later. 5. Your spelling doesn't matter as long as we can tell the word you meant. 6. In the longer puzzles you will do, you might find that there is a number like a Bible reference (John 3:15) or a date (1970) missing, instead of a word. Now try and do the sample puzzle below. write in the blanks, the words you think are appropriate. Upside down at the bottom of this page are the numbered answers. Try not to look at them until you write down as many words as you can. READ THE WHOLE PUZZLE FIRST, THEN FILL IN THE BLANKS Most of the people of the 2% Region of Nigeria are farmers. Some them grow groundnuts, especially in the around a town called Kano. The Season in the North of Nigeria only four months long, and there 01 u (D 00 \1 0‘! J: (A) N [-4 less rain than in the South. seeds are sown in June. The are small, and shoots grow downwards the earth from the bright yellow The groundnuts grow at the ends H O the shoots under the ground. That H H m l4 why they are called groundnuts. They very important for food in Nigeria 13,1u other parts of the world. 'pue ‘hT ‘ede SI ‘5? '3T ‘JO 'TT ‘saemotg '01 ‘oiut '5 ‘siuer '8 ‘inupunoafi ‘L ‘8'; .9 '8? .9 ‘18M .TT ‘pue-E .8 ‘JO .5 ‘uaaqlJON 'T APPENDIX D Sample Cloze Testing 126 127 1Ad7 Name School Writes Dr. A. B. McDonald, a Scotch Presbyterian minister: "The church's belief in the Spirit sprang from her experience of a Very early in her career the became 1,2 aware of a new power within them. Its most striking 3 manifestation first was 'speaking in tongues,’ the 4 of ecstatic utterence in an unintelligible ; 5,6 and both those seized by this and those who saw and heard 7 manifestations were convinced that some Power 8,9 a higher world had broken into lives endowing them 10 with capacities of and with other gifts, which appeared ll be something different from a mere of 12,13 endowments already theirs. People who had seemed to 14 be nothing out common suddenly became capable of 15 impassioned and speech, or of lofty moods 16,17 which they were manifestly holding converse the Unseen." 18 He states that the in tongues 'appears to have been 19 most arresting and at first the characteristic 20,21 of the manifestations of the .' Is there any place in 22 the Testament where a distinction is made 23.24 those who have received the enduement power and those 25 who have not? B. McDonald, the writer quoted above, 26 in the affirmative. He points out the 27.28 word ”unlearned” in I Corinthians 14:16,23 ( he 29 translated ”private Christian") denotes persons are 30 differentiated from unbelievers by the that they take 31 part in worship the extent of saying "Amen"; they 32 are distinguished from believers by the ' 33134 that they are unable to take part in Spirit-manifestations 35 It seems a special section in the meeting- 36 37 was reserved for the "unlearned ones " translates the 38 word "unlearned”'by the , "some who lack the gift." 39 Thayer's render it: "one who is destitute 40.41 the gift of tongues; a Christian is not a prophet." 42 McDonald describes as "one who waits or is 43‘44 for the decisive moment when Spirit will descend upon £5 him." Regardless their denomination or school of 46 theological , able scholars admit that the receiving 47 the Spirit in the early church no formal 45149 ceremony or doctrinal theory, a real experience. Canon 50 Streeter says that Paul asks the Galatians whether it was by the law or by the hearing of faith that they received the gift of the Spirit. 128 2Ad3 Name School Now we come to a wonderful truth. It is the truth of SUBSTITITUION. SUBSTITUTION made the JUSTIFICATION of man so that could be SAVED and be restored FELLOWSHIP with God. It was not that Jesus lived a sinless life. sin still remained unpunished, and God have no fellowship with him so next step in God's plan was allow His Son to become a for man's sin. John the Baptist , "Behold the Lamb of God that away the sin of the world." was called the Lamb slain from foundation of the world." Christ's DEATH N0 ACCIDENTI It was all a of God's plan. In Revelation the chapter, all Heaven gives praise to Lamb that was slain!" Isaiah in Old Testament prophesied, "All we like have gone astray...and the Lord laid on Him the iniquiry of all." What was this plan of ? It was this: When Jesus died the cross, He did not die His own sin. "He was wounded our transgressions, He was bruised for iniquities, the chastisement of our peace . upon Him, and by his stripes are healed." He tasted death for man.” Think of it! God IMPUTED the sins of all men to , and our Lord became sin for , who knew no sin... He was longer counted on the "ALL GOOD" 3 He was counted among sinners on "ALL BAD” slate! No wonder He out on the cross ”My God, God, why hast Thou forsaken me? is what happened! Isaiah said, He His grave with the wicked, and the rich in His death, because had done no violence, neither was found in His mouth.” But next step is even more glorious, Jesus rose from the dead. Death not hold Him...for death is result of sin, and Jesus had no sin! After three days He out of the grave, alive and . He was seen by more than people who witnessed to his RESURRECTION. and after 40 days Jesus ASCENDED back into heaven. The very heartof the Gospel is the FACT of the RESURRECTION? 129 3Ad5 Name School On the western side of Nigeria is the Republic of Dahomey. It belongs to the French Community. If you look at map 11 on page 45 you will see that the shape of Dahomey is long and narrow. Between Dahomey and Ghana is Togoland. This country is also and narrow like Dahomey. Its history Before the first World was ruled by a European very interesting. Togoland called Germany. Dagomba in the North and Ewe Its people were tribes the South. Picture twenty shows a man of the Ewe tribe who left his home in Togoland. He working as a car driver in and his name is Clifford. After first World War part of Togoland ruled by the British and part The Ewe ruled by the French. Dagomba tribes were divided into two Today British Togoland is part of and French Togoland is a self- country. Its capital is Lome, which a town on the coast. When first went to Dahomey they found strong African government. The Dahomeans were good at fighting. Some of their famous fighters were women, and they After they as slaves. very difficult to defeat. won a battle they sold their For a long time Dahomeans would not agree to stop slaves. The very last slave ship leave West Africa for America sailed Dahomey. When slavery was stopped at the prisoners were made to work plantations of oil palms. That is the most important exports of Dahomey palm oil and palm kernels. They exported from Cotonou and Porto-Novo. is the largest port, and Porto- is the capital. On the western of Ghana is the Republic of It is another of the which belong to the French Community. of its coast has lagoons and Coast. islands, like those near Lagos. Picture shows youtflualagoon where a called Abidjan is built. out exactly where Abidjan is let Before we look closely at the picture. In middle you will see a wide of water. On each side of is flat sandy land. The channel the sea and the lagoon. It made by men with the help of machines, and is deep enough for big ships. 1,2 5,6 8,9 10 11,12 13 14 15,16 17 18,19 20 21 22 23,24 25 26,27 28 29 30,31 32 34,35 41,42 43 44,45 46 47,48 49 so 130 4Ad1 Name School To appreciate the importance of the epistle to the Galatians, we must realize that all Christianity faced the same crisis. was a time of transition. We to trace briefly some of the that led to this crisis. At time of Paul's conversion the church made up almost entirely of Jews ' ' ' had accepted Jesus as their Messiah. ‘ were few Gentile converts. After the of Barnabas and Paul, the church to grow rapidly among the Gentiles. brought up an important question: How these Gentiles to be received into church? The Judaizers answered, ”They must circumcised and become good Jews as . _; in as have faith in Jesus." They Christianity as the Jewish religion plus in Jesus Christ. To them, the was an extension of the Law Moses. Today we wonder how Christians have such a concept of the . Didn't they realize that Christianity was different from the Jewish religion? Not first. In the early period of church, even the Roman government regarded as a branch of Judaism. Later government recognized that Christianity was different Judaism and treated it as a religion. Christianity was distinctly Jewish at . Jesus' followers were Jews. Those who the Holy Spirit on the day Pentecost were Jews who believed in . The 3,000 converts were Jews and to Judaism. The Jewish Christians did look on their new spiritual experience something distinct from Judaism. The transition Judaism to Christianity was slow in early church. We read the accounts the transition in the Acts of Apostles. In the first chapters we the believers going frequently to the at the hours of prayer. Although were Christians filled with the Holy , they still felt an obligation toward Mosaic Law, Jewish customs, and worship the temple. But they also gathered in private homes for teaching, fellowship, , and eating their meals together. As background for your study of the you need to review briefly the ' in the transition of the early from Judaism to Christianity. Read rapidly Acts 8-ll. Notice the events that caused people to realize that Christianity was different from Judaism. 14,15 16 17 18,19 20 21 22 23,24 25 26 27 23 29,30 31 32 33,34 35 36 37 38,39 40 41 42 43,44 45 46 47 43,49 50 1L3l le7 Name I School Apostles. These were men who received their commission from the living Christ Himself, who had seen Christ after His resurrection, enjoyed a special , exercised l administrative power over the churches, supernatural 2 credentials and whose chief work the establish- 3 ment of churches in new . They were Christ-called, 4 Spirit-filled, executives and missionary organizers. S The "Twelve" of Jesus and Paul (who stood 6,7 a class by himself) were the by pre-eminence, but 8 the title was given to those who engaged in 9 work. The word "apostle" itself simply 10,11 "missionary." Have there been apostles since? 12 relationship of the twelve to Christ a unique one 13 which none have since. However, the work of such 14 as John Wesley may be justly as apos— 15,16 tolic. Prophets were those endowed . the gift of inspired l7 utterence. From earliest time down to the close 18,19 t h e s e c o n d century an uninterrupted stream pro- 20 phets and prophetesses appeared in the church. 21 While the apostle and evangelist the message to 22 'the unbelieving, the ministry was particularly to 23 Christians. Prophets from church to church much 24 as do today, although every church had 25,26 who were regular members of the . Teachers were 27 those gifted in the of the Word. Like the prophets 28 of them traveled from church to . The 29,30 local ministry which was appointed the church on 31 the basis of qualifications included presbyters or 32 elders, to was given also the title "bishop“ 33 overseer, or superintendent. These had the 34 of the local assembly, especially in 35,36 to pastoral care and discipline. Their were chief- 37 1y of a spiritual nature. are sometimes called 38 "pastors" or "shepherds," 1 Acts 20:28. During 39 the first century Christian community was 40 governed by a of elders called bishops, so that 41 was no one officer doing for church 42,43 what a modern pastor does. the beginning of 44 the third century man was placed at the head 45 each community with the title of or 46,47 bishop. Associated with the presbyters . a number 48 of assistant rulers called or deaconesses whose 49 work appears to been largely house-to-house visita- 50 tion and practical ministry to the poor and needy. The deacons also assisted the elders in the celebration of the Lord's Supper. 132 ZBdl Name School It has been a rude awakening to the Jews to realize that the Gentile is included in God's plan of " WILL." All they had been taught their leaders has been proven a hope. It is apparent that they understood what their own prophets had , and it now seems as though Gentiles are to reap all the of the Paul covenants and promises. their feeling, and that all is not lost---that hastens to show same door that is open to ”Hath Gentiles is open to them. cast away his people?" Paul asks. forbid!" them, is a He then uses himself as example. He, like Paul those that He to show that many Jews are , and yet he is saved. categorically that God will not cast "foreknew,' and goes among the foreknown. He remindsthem Elijah, who thought he was alone, to be told that there more beside himself who had not Then Paul states at that very time REMNANT ACCORDING TO THE ELECTION OF Note that he now refers to THE ELECTION OF GRACE, election is based upon the grace were knee to Baal. there was election as in verse 6 he shows that God apart from works. 2:8,9 where says, "For by GRACE are ye THROUGH FAITH...not of works lest put the Jew on the same Even the REMNANT is This corresponds the verse in Ephesians man should boast.” Once again Paul as the Gentile. God makes no to be on the same basis as all "ACCORDING TO THE ELECTION GRACE!" “ STATUS" is still strong in the Paul therefore labours the point that a REMNANT will be saved and in the "ELECT" of God. The of the Jews were blinded by made them blind prophets. the hardening of the heart, OF UNBELIEF, and is therefore of God. of God's continuing love for the Jew. But the idea of a unbelief. Their unblief deaf to the truths spoken by Once again we see how' , like THE PREDETERMINED RESULT Now follows an unfolding -—-a salvation 2,3 6,7 9,10 11 12,13 14 15,16 19,20 25 26,27 28 29,30 31 32,33 34 35,36 37 38,39 40 41,42 43 44,45 46 47 43,49 50 133 3Bd4 Name School In this chapter we are going to visit part of the Congo Basin called Katanga. It is very important for minind copper. Do you what copper is used for? It is soft with your hands. Copper a brown metal. you could bend a piece of Electricity passed through very easily, and wire for carrying is made from it. So much is used in the world today a very large amount of copper is needed. To get to the mines of Katanga we must go river steamer from Leopoldville up the Kasai. We leave the steamer at place called Port Francqui and go by train to Bukama. This town Find Port and Bukama on map 25 on 83. on the River Congo. Then look to see where railway goes after it leaves Bukama. first town we come to is In the land around Jadotville there is a picture of a copper many copper mines. On this page west of Jadotville copper ore is dug out of the sides of hill by machines. If you have what ore is, turn back to 4. Look carefully at picture 48 try to find the following. (a) Machines (b) A road the mine. the lorries are carrying? While we are in Jadotville dig out the ore. What do you going? (c) Lorries. Where are notice that there are factories everywhere. is a very smokey place. The important has many fine Find Jadotville town in Katanga is Elizabethville. buildings, but it factories as well. and on map 25. Notice that they in the highland on the south of the Congo Basin. It is enough for Europeans to have their there. Let us find out what on in the factories. On page there is a picture of a in Elizabethville. In it copper ore being turned into copper. The ore made very hot by burning Coke. it is very hot, copper turns a liquid. behind the part of the ore that It flows away and is not wanted. The copper cools and becomes solid again. 1,2 5,6 8,9 10 11,12 13 14 15,16 17 l8,l9 20 21 22,23 24 25,26 27 28 29,30 31 32 33 34,35 36 37 38,39 40 41,42 43 44,45 46 47 48,49 50 134 4Bd6 Name School The words God sent forth His Son tell us that the One sent is divine. Sent forth us know that the One sent divine authority and that He pre-existed eternity. This verse describes the nature Jesus. You can see that He divine in the word Son. Jesus the Son of God. What does mean? Does it mean that He the Son because He was born? that He came into being at point in eternity? No. This is the meaning. Jesus was the Son God before He was born in . Notice the words sent forth. He sent forth as the Son. He not become the Son when He born. He already was the Son. Philippians 2:6 and John l:1-3,14. We better understand the title Son when think of the relationship between a and ’son. A son comes from father shares his father's nature and represents his father, Jesus came from Father, shares His nature, and represents . The term‘égn does not refer His coming into existence, because Jesus eternal. He has no beginning. See 8:53-59. Jesus was born under the of the Law so that He ransom those who were under such . Remember that to redeem is to back. A price had to be to free us from the death that the Law had pronounced on who had broken its commands. The way we could be free was someone to take our place who not broken the Law. Jesus Christ the only one who ever met conditions to be our Redeemer. The Law that proved all men sinners Christ to be holy. He lived blameless life in accordance with the . Therefore, He could give His sinless as a ransom for all sinners-- Jew and Gentile. He is the sacrifice for sin. His death in place ransomed us from the power the Law and its demands and from the bondage of this world. verse 5, what are the.two reasons why God sent His Son? 20,21 22 23 24 25 26,27 28 29 30,31 32 33,34 35 36 37,38 39 40 41,42 43 44 45 46 47,48 49 so APPENDIX E Faculty Questionnaire 135 136 Faculty Questionnaire 1. Did you use any of the following types of printed materials with your classes? Required textbooks Workbooks Supplementary textbooks Supplementary handouts-notes Library readings or research Other Did you use any of the following supplementary materials? a. Provide tapes of your class lectures Provide vocabulary tapes to aid students with required and difficult vocabulary Provide vocabulary lists to aid students with special vocabulary Provide vocabulary tapes to aid students with general vocabulary Provide taped explanations of the assigned written materials Provide study questions to guide your students toward getting the literal under- standing of what they read Provide explanations of the assignments so that your students can read the material analytically Provide study guides that have been prepared by a publishing house Provide instruction to your students on the application of study techniques that will help them preview materials and guide their reading in an organized way Other. Please explain! Yes 24 ll 15 16 11 19 19 18 19 13 Sometimes 137 3. How were the books selected you used in your class? a. Chosen by yourself 6 b. west African Board of Education 15 A local school committee 6 d. Other. Please explain! Yes Ng_ Sometimes 4. When the books were selected by you or within your school by a committee were any of the following factors considered? Authorship 16 3 b. Publishing House 15 4 c. Readability level of the text or printed materials as deter- mined by the application of a readability formula or formulas 9 7 4 d. Readability level of the text or printed materials as stated by the publisher 7 5 6 e. Readability level of the text based on your judgment derived from comparing the text with other available textbooks 16 2 l f. The format of the book including: 1) Kind and type of print 13 4 l 2) Illustrations 10 2 2 3) General appearance of the printed material 10 3 3 4) Reference guides 6 7 3 5) Paragraph divisions 8 ' S 3 6) Chapter divisions 10 l 2 7) Density of fact presenta— tion 13 2 8) Interest appeal 14 l l 9) Abstractness of treatment 5 4 u 10) Other. Please explain! 5. Which methods do you use that seem to work best in helping your stu— dents read better and understand better what they read? APPENDIX F Readability Measures 138 139 FRY GRAPH FOR ESTIMATING READABILITY Graph for Estimating Readability by Edward Fry,Rutgers University Reading Center. Average number of syllables per 100 words Slnxxll \V()Ill\ l,v)x)g \\1»|‘|\ IOH H2 do Shtrt sentences I . ~ onccs poi 100 vor sm 9 w A\Lraqc number 0 Long sentences u N Directions: Randomly select three 100~word passages fromea book or an article. Plot average number of syllables and average number of words per sentence on graph to determine area of readability level. Choose more passages per book if great variability is observed (Journal of Reading, April 1968, p. 577). Note: The Readability Graph is not copyrighted. Anyonemay reproduce it in any quantity, but the author and the editors would be pleased if this source were cited. 140 SMOG READABILITY FORMULA SMOG GRADING A New Readability Eormula* Count ten consecutive sentences near the beginning of the text to be assessed, ten in the middle and ten near the end. Count as a sentence any string of words end- ing with a period, question mark, or exclamation point. In the thirty selected sentences, count every word of three or more syllables. Any string of letters or numerals beginning and ending with a space or punctation mark should be counted if you can distinguish at least three syllables when you read it aloud in context. If a polysyllabic word is repeated, counteech repetition. Estimate the square root of the number of polysyllabic words counted. This is done by taking the square root of the nearest perfect square. For example, if the count is 95, the nearest perfect square is 100, which yields a square root of 10. If the count lies roughly between two perfect squares, choose the lower number. For instance, if the count is 110, take the square root of 100 rather than that of 121. Add three to the approximate square root. This gives the SMOG Grade, which is the reading grade that a person must have reached if he is to understand fully the text assessed. *McLaughlin, G. Harry. "SMOG Grading -— A New Readability Formula." Journal of Reading, May, 1969, Vol. 12, No. 8, 639-646. 141 READABILITY WORK FORM SMOG Grading Book Title Date Author/Publisher Class Using Text Beginning of text Middle of text End of text 1. Page number 2. First word of sentence 3. Last word of sentence 4. Number of polysyllabic words 5. Total number of polysyllabic words 6. Square root of polysyllabic words 7. Square root of + 3 = 8. SMOG grade Book Book SMOG Formula 142 Square Grade R (B) 11-12 Page Polysyllabic Square Page Polysyllabic Number Words ' Root Number Words (A) (A) (A) (B) (B) 12 25 29 28 8.7 42, 43 29 -—— 47, 48 32 77 90 23 111 27 13 12 17 ll 6 39 13 — 41 10 36 74 10 118 l3 l2 6 25 9 5.48 42 15 ———— 60 4 29 86 8 111 12 32 20 47 16 7 79 19 -—— 148 3 49 93 ll (50) 223 19 Fry Formula Page Syllables Sentences Page Syllables Sentences Grade Number Number (A) (A) (A) (B) (B) 12 172 6.1 29 144 42, 43 162 4.1 54 149 90 164 6.3 107 148 13 138- 5.8 17 134 39 134 6.6 41 137 74 137 4.8 118 138 12 126 6.8 25 136 42 142 8.2 60 141 86 149 7.8 111 142 32 151 7.3 47 134 79 143 6.5 148 140 93 128 7.7 233 162 APPENDIX G Sample Cloze Test Format "Apologetics" 143 144 Apologetics 1A 4(5)“ 2 NAME Date 3 ——___ 4 5 6 7 L ux _urIiIII IIIIII GIIII IIIL' II(|I_\' SpiriI can supply UIIL‘ II"iI|I ('II'IIIIHII' IIIIIIuI IIIL" 8 (IIIIinIIII lIIiIII L'II:II iI IIlIxIIIuIL" xLiL"IIIiliL" IL"Ii|iL. Iliuu IIIr IIII (IL‘I: Iilx' III IIIIIIL" IIixIIIn anti 9 (IIILIIIIIL‘ Inc IIIII III. "IIIIIIIIL". IIIL‘ pIIiIII ix. IIL" LIIII liIL" III I;IIIII IIiIhIIIII IIIII \IxinII. III IIIL‘II 10 iIIch xnII' \I'iIII IIIIxIIIIIIL" CI 'II\'. IIL' IIIIIIIII I IIL"L"II III L'.\L‘ILI\L‘ IIIiIII. \\I‘llI(I IILI'.’ 2 . (IIIiinIuIiII' L"IIII IuIIIixh L"LIIiIIII|L- III 3 I‘CIIC\CI‘ sII III: II IIL" LIuI live 9 confidence. \\"II_I 11 IIIL"II (II) pCIIpIL" IIIIIIIII'.’ 5 us lIL"I_In II)’ cInsxilIiuLI IIIriIIus kinds 6 IIIIuhIL-rs 111.11 _Ion IIIIII" IIIIIL" IIL"L":IxII>u7 CIICIIIIIII‘.‘ II Inighl IIL" IIUI|)IIII I'm" 8 III (IHIL‘HUII' IIIL" Iypc of 12 (IIIIII‘I 7 |I'IL"III| may I)(.‘ L'IpL"I‘IL"IIL"IIILI. sII IIII'II lo L'IIII kIIIIII' huII" III IIppIy the [j 13 I'cIIIL‘II)’. 14 'I III: :IIIIcixl Ix .I hL"IiL"IL-";I I2 IIL"IiL"IL-x" IIIL"rL" Is IIII GIIII. IIL- ’3 LIL" \iIIL"L"rL" IIIIII. iII IIIL"I. 15 kiuIl ”f plIIIIL‘. UIII hc thiL-IL"; I'IrIIII_I‘ IIIIII If is IIII UIILI. 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II can L"IIxily ICI’HI III IIII 4 25 which chII‘IIx' IIIL" \"L‘I IIIIIII)” III' . xII IIIIII IIIL- IIL-IIL'I"Lr IIIIII IIIIIIIIIIIII'L'\38 kmm 26 IIIIII IIIL"I"L" ix II living 5:] IIIIII' IIL" I'IIIiL"IIIL"II IIIr IIxxcrIIIILI IIIIII «a IIIIIIIH iI'II'I/IIIIL' IIIr sIII'L". AlIIIIIuLIII IIIIIII ¢/ II\L‘ \\IIII xixlclunlic IIIIIIIII nx II 4; III IIIL" iII xnIIIL‘ .prulx I“ 27 $5 IIIIIIL'. IIIC (IIIL".xIIIIIIs pL‘I'IziIIIiIIg III liIL" 4(9' IU (luinIIy Iu IIIIIII. .II'L" IIIII ¢s‘ IIanII'IIIIII III IL‘IIVL‘ III uIIL"L"rIIIiIII_I. 28 29 III #6 I'IIIIrIII L"L‘IIIIII_I" II,(‘., II pliilIIxnphLT ill 47 “CHI IIIIIIuI mm .1 IIIIIIcrII, - 9 . .30 svnIImIi/ing xL"IIIL"II IIII" .III IIUIIl‘\I IIIIIII IIL" ¢ . IIII nul_I" HI lIIL' ||II\\II|IIII\ I‘I IIIIIII. IIIII L""IL"II III liIIIlIIIL- [HIIC InIIIIIL"x iII III.IIIkIIIII IIL" L"IIIILL""I\I:II III IIIL" :Ix 31 iI IIIIx III"L"II in IIIILiL'uI (JrL"L"LL" IIx IIIILvL-"II nu L‘IpIL-xxiun III \L‘IIAiIIlcerl. 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FIIrIlIur. nImI _____—— lIIIInnn'IsIs :Irc L‘xlrcnIL-ly IIpliIIIIinL" IIIIIIuI human nnIurL-. I'IIIIII. Iur L‘\flIII|)IL‘. IL"lI IIII'Il if 40 man km-Ir III (III grind IIC H'UIIII/ (III LIIIIIII. IIL' IIIIICII III IIIkL- iIIIII IIL'L'IIIIIII IIIL" IIIch III xiiI 41 and human pcrvtrsily. 'IIIL‘ soluIiIIII III IIInII's iIIs. I’IIr IIIL" humanisI. is L"IIuCIIIiIIII. Man Is _________- fell to be behaving badly xinIpIy because he knows no human WhIII (In yIIII IIunk’.’ 42 .—____ 43 ______._— 44 ______— 45 _— 46 47 A18 I! 50 I APPENDIX H Student Characteristics 145 146 AGE AND CLOZE Age Book Cases E d % 1 198 21.19 8.62 42 2 198 27.41 9.28 55 27 years and 3 198 23.47 9.32 47 over 4 198 26.25 8.28 53 24.58 49% 1 155 22.16 8.36 44 2 155 28.54 9.03 57 26 years and 3 155 24.97 10.09 50 under 4 155 27.93 8.69 56 25.90 52% p—mean average age o‘standard deviation %-Cloze percent score 147 LANGUAGE AND CLOZE Number of Languages N Book )1 G % 88 1 24.15 7.78 48 " 2 29.31 8.59 59 Three or more " 3 25.75 9.82 51 " 4 28.70 8.48 57 Total 88 54% 223 1 20.74 8.42 41 " 2 27.45 9.39 45 Less than three " 3 23.44 9.39 47 " 4 26.32 8.24 53 Total 371 47% p-mean average 0-standard deviation %-Cloze percent score 148 CORRESPONDENCE STUDY AND CLOZE N 196 46 106 Book 20.10 26.46 22.84 25.70 23.73 29.80 24.53 29.63 24.92 30.44 26.33 28.84 10.13 7.15 8.77 Cloze % 40 53 ' 45 51 46 59 49 58 49 61 53 57 Total % 48% 54% 55% Has not studied by correspondence Has studied a correspondence course but dropped out Has received a diploma or certificate 149 YEARS IN SCHOOL ENTRANCE EXAM SCORES AND YEARS IN SCHOOL CLOZE SCORES AND GRADE POINT AVERAGES Pearson Correlation Coefficients Book 1 Book 2 Book 3 Book 4 Years in School .4434 .4109 .4413 .3650 353 Cases 3 = .001 S = .001 S = .001 S = .001 Entrance Exam Scores .4543 .3923 .3531 .3889 41 Cases 3 = .001 S = .006 S = .012 S = .006 Grade Point Averages .4661 .4825 .4439 .5348 218 Cases 8 = .001 S = .001 S = .001 S = .001 APPENDIX I Additional Data Cloze Procedure Scoring 150 mm.m No.hm nv.w hm.om F vm.~ No.m mv.m ao.h N2 v ma.m NV.HN Nm.o mw.m~ a: m4.¢4 m4.m~ w~.m mw.4~ e m4.m as.m sm.m mm.m m: m ucmEmomHmmm meg. mfsa 44;. soda 4: pHOZImHQmumooomlmSHm-uomxmuHmuoen B w~.m m4.4~ mo.» oo.om s ma.m om.m ~4.~ ms.m m: N pcmEmomHmom pacZumHnmummoofiuose ponumzlmz «0;. 44;; 4mg. mfiaw A: unmamomamwm pHOZIuomxmuwco ponumZIHz mmaw mmAN 495 msém s mm.m 44.4 ~4.n mm.4 N: H mpocumz mcfluoom mmoao 4o8 444A m9; amda Hz b m A4 < xoom mommmmm 24.4 mfi.m~ 44.4 44.m~ 44.4 ~m.m~ m4.m ms.m~ 4~.m mm.m~ ~m.m Hm.m~ 4~.a 4o.m~ s O4.~ Ho.m mm.m 04.4 Hm.~ mm.m 4m.m 04.4 44.m 44.4 m4.m 4~.4 mm.m o~.4 N: 4 mm.m 5N.ma mm.m ww.mH mw.m me.m~ om.m mN.HN mb.w mH.mH mH.m mn.m~ v0.5 Nw.NN a: mm.m mm.m~ mw.a Nm.mm om.m hw.oN Hm.NH vv.m~ oa.w mm.m~ vu.m mm.mm Ho.m N&.e~ B mm.m mm.» mn.m No.h ov.m mm.v om.m mm.m ma.N oo.m o~.m om.h H~.m mm.w N: m mm.w He.wa Hm.h hm.ma mv.h Hm.ma. om.w Nv.mH mH.o mm.m~ nw.h mo.hH Hm.h vs.m~ H2 mH.m mH.oM. mm.m vv.om Hm.h Nm.wN mm.m vm.w~ mm.m mo.o~ mN.OH mw.m~ mm.m mh.hm a mo.m me.w om.N Nw.m om.m mh.w vh.N nm.v mm.m hw.w mm.w em.o no.v ah.h N2 N HH.m H¢.MN mn.m vm.v~ hm.h om.HN vw.m wh.HN mm.h hm.ma Hm.m mm.m~ He.b mm.om Hz mH.m mw.N~ Hm.m hm.om mm.w ms.ba mm.m on.o~ hm.m vm.HN Ha.m om.- mm.m mh.hN B ho.m hm.m mn.m .Nw.w mm.m om.m Nm.m Nv.w HH.m No.m va.m mm.h vm.m mo.h NE A mm.m mm.w~ oh.w Nw.MH mN.m .Nm.HH hm.m wo.va mm.m ov.mH mm.m mH.mH mm.h ov.md H2 .0 K 0 K .0 K b R .0 K1 b R b R xoom h o m v m N H mcuwuumm nodumawo aowuwamm paw mwmmmmm How vaHouucov mfiamowumwumum mxoom 152 ucwEmumHmwm vuozluuwxm wcfluoom muoHo H wocumZ¥ QflBOB Hospflmwm a Hoosom cofluwawo Hoonom QdEOB Hmsoflmwm o Hoonom coauwawo Hoonom Q¢BOB Hmsoflmom o Hoonom :ofiumawo Hoonom Q¢BOB Hmspflmmm o Hooaom coaumamo Hoonom coflumamo Ucm . Hoonom OZHMOUm MNOHU H Oomfimzs omh.m4 m4m omm.momma mmH.M4 4am oom.ommma 4Ho.a HmB.M4 4m mmo.omoa mmn.m h4o.>4m m mwm.mm4a 4oa.m m4m.omm 4 mmm.omm 44m.mm m4m Hm>.mamma m4m.m4 4am www.mm44a oma. mom.a 44m.mm 4m mom.moma M44. mam.H nma.4n m Hon.444 Hoo. 04m.m mmm.mM4 4 mmm.mmna 4mm.nm m4m mmh.mm4mm Nmm.4m 4am nmm.mwmom mmm. mmn. Hmn.m4 4N 44>.NNHH moo. Noo.m mmh.mma m www.moaa. oao. m04.m www.mam 4 NmH.mnm m4m.m4 m4m mom.m4oma Non.mm 4am 4M4.0HNHH moo. HH4.H mmm.om 4N mM4.mONH Hoo. h4h.m www.04m o omm.m44H Hoo. me.m mmm.mom 4 mnm.mmma mocmoflmacmflm m wumswm cam: mo mmumsvm mo 85m m COHUMflHMNV MO QUHDOW 4xoom mo wOCMHMm> MO mflmmamcm A.oum .udmamomammm auaochmv ucwEmomfimwm wuozlmHAMuamoo< I mamuoom mNoHu HH poaumz mom. hmo. mma. mam. Hoo. mmm. 153 mmH. Hoo. moo. Hmm. me. mmN. mUGMOHchmHm m 4HN.OH mmh.m wmm.H omo.NH mnm.m oHH.m~ www.a 4ma.ma mmm.aa omm.oa mmm.a Hmm.~H mmm.m mmm.mm 4mo.a mam.oa omm.HH mma.oa mmm.a hma.ma Now.4 mmm.n4 44m.m mam.mm cma.ma moo.ma noo.H Nam.ma ovo.a mmm.ma th.H 4am.ma m mumsvm :mwz coaumamm paw Hoonom mmm 4mm 4N m 4 mmm 4mm 4N mmm 4mm 4N mmm 4mm 4N m 4 MD OZHMOUm MNOQUHfimoomBmE+ maa.ommm hN4.mmmN m54.mmm mmm.mma mhh.4m 49m.momm mmh.4oam m4m.oam hmm.mmm www.mv omo.mmhm Nmm.mhmm 4mo.mHm mmm.mmm www.mva www.mmmm mM4.mNmm hm4.hom mmo.hh omm.oo AdBOB Hmspwmmm o Hoonom cowumama Hoonom AfiBOB Hospfimmm Q Hoonom :oHumeo Hoonom AdBOB Hospflmmm a Hoozom cofluwamo Hoogom .2909 stoflmmm a Hoogom coflumamo Hoonum mmumswm mo 85m coflumflum> mo monsom .xoom mo mocmflum> mo mflmmamcd xoom UUUUUUU UUUUUUU £07014:me UUUUUUU \ImmJ—‘me \JO‘U‘IIOJMF‘ Book 1 18.40 15.15 15.40 14.06 11.92 13.62 16.58 .05 .88 .02 .42 .90 .62 .97 WOWU'IOOIQQ 25.59 21.90 21.34 20.70 17.75 20.37 22.66 154 £_Tests Cloze Procedure Scoring and Methods of Scoring A A A A A A A V A A A A A Total M]_= Exact-Word Replacement Book 2 20.33 19.35 19.97 21.76 21.50 24.84 23.91 M .79 .94 .67 .57 .79 .62 .45 0501034:me 27.75 25.66 26.63 26.34 28.32 30.44 30.18 2 V V V V V V = Acceptable-Word V AVAV" Cloze Score V V V V B<>_°k_3 18.74 17.03 18.38 18.42 15.81 19.57 16.41 .35 .90 .00 .73 .86 .02 .29 \l\]-CU‘1U1\ICD 24.92 23.92 23.59 25.44 20.67 26.82 23.93 A A "AAAV V V A A A A Book 4 22.62 23.75 18.16 21.25 19.69 18.86 19.27 Replacement 6.20 6.24 7.16 .40 .83 .60 .91 UWO'VUWQ 28.64 29.81 25.32 28.18 25.50 25.46 25.18 155 00.0 H0.m 50.5 0N.0 00.4 05.0 40.0 wm.m H0.m H0.0 50.0 50.0 502 0H.0N 00.5 0H.5N 00.0 04.0 40.0 m4.NN 00.0 40.0N 54.0N 0H.0H H0.4N N0.0 NN.m 5H.0 00.0H 00.0 00.5H 0H.0N 00.0 00.0N 00.0 05.N 00.0 N4.NN 00.5 4N.NN 5N.NN 00.5 0m.NN 00.0 NN.m 00.0 55.0H 00.0 mm.0H 1. .b R. 0 5HHZ H 4 whoom ucwEwomHmwm wanmpmmoo< Ucm uomxm mo HmuOB I B whoom ucmEmomHmmm UMOB wanmumwoo< I NE Hm.5 04.0 00.0 00.5 50.N 50.4 b 502 COH¥MH>0Q UHflUCMHm : b wuoom ucmeomammm who: uomxm I as 50.00 NH.0 00.0 00.m 04.0H H0.0 00.00 0H.0 H4.0 0N.m 05.0H 00.5 00.50 H4.0 MH.0 ma.m 04.4N mm.s mm.ma om.m mm.m mo.4 m4.m4 mm.m IIMTI IJNII u m maoosom mmz 00.04 00.0 MN.MH 00.4w 00.5 0H.0H WQWMO MO MODESZ 50.0 40.N 00.5 00.0 00.0 H0.5 N0.0 00.4 00.0 40.0 mm.m H0.5 .0 402 mmmoom Bzmzmoflqmmm QMOBsmqmflfimMUU< 02¢ BUflxm 0N.5N N0.0 00.0N 04.0w 00.5 50.0H 14' H H I Z NZ room N2 42 xoom N2 4: xoom N2 42 xoom APPENDIX J Cases Dropped From Sample 156 157 magnumwood 02m pomxm mo Hmuoe usmEmomHmmH UHOS magnummood ucmfimomammn wuoz uomxm u u n 0H 50 Ha mm 40 0H 4H mo Ha a fl : u u u .. u 00 u 00 0H 00 50 5 m 50 dd 0H s .. u 40 00 0H 0H 00 ma 0 m 4m 4H 0H AN 50 4H n u n 0H 00 0H m .¢ 00 mo 00 n n .. 00 I 00 H0 u H0 4 d mo 00 m0 H0 1 H0 u u u 40 u 40 5 m 0H mo 0H u u .. mm 00 5H 0H 00 40 5 0 00 H0 H0 I u .. n u u s u n 4 m 40 .. 40 u u .. No 1 00 mo u mo 0 m 0H H0 00 u u s 0H u 0H m0 H0 00 0 m 00 H0 00 mm 00 0H 0H H0 0H u u u a m 00 00 0H 1 .. u 40 H0 mm ma I ma 0 m 5H 40 ma u s u mm 00 5H 0H 40 HH 0 m 00 u 00 H0 n H0 H0 u H0 H0 u H0 H m n u I ma H0 4H ma 00 50 0H m0 NH m m 5H 40 ma u u u mm H0 Hm 4m 00 0a 4 d 00 Ho 00 H0 u H0 04 40 0a 00 H0 40 4 m 00 40 40 00 N0 00 0H 00 00 00 H0 H0 0 m 00 mo 00 I u u 40 mo H0 40 a0 m0 N m 04 04 mm om mo 50 mm 00 0m mm 0H ma m fi B d m B 4 m B < m B 4 m 4 Mmom m woom N .woom H Moom cuwuumm mUMmmmm mwuoom coflpmamo mqmsam 20mm Qmmmomo mmmdu <2 0 \ \\§\\\\ N400045o—40m0540040000 \ § § \ S ~ N \ r-{r—i r—‘l MMMQNMMMMNNMMMMMM N \ om 5H 0N 0H cm 04 0a om mm 54 mm mm 04 00 mm 40 mm N4 00 OHNMV‘mWmeO I—lr—lt—ir—ir—lr—lr—Ir—ir-ir—IN r—INMVLDKQFQQ duz.uw Hoosom CH mummw 844 pcmosum BIBLIOGRAPHY 158 BIBLIOGRAPHY Apolayan, A. 1966. "Some problems of English in Western Nigeria." English Language Teaching 3 (May): 257-262. Allen, Virginia French. 1971. 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