|Published online: May 26, 2015||$US5.00|
Levelled readers have been employed equivalently in French as they have in English, to measure children's reading comprehension and fluency. Translating and adapting levelled books from one language to another presents many challenges and requires one to take into account not only the number of words per sentence or page, but also linguistic complexity (syllabic structure and complexity, lexical availability and lexical frequency). Though some information has been documented with respect to the criteria used to grade these levelled readers according to vocabulary, punctuation and formatting, no formal validation study has been performed on the French GB+ levelled readers. This study aims to evaluate whether the current and widely used French levelled readers, GB +, published by Cheneliere Éducation, are graded according to linguistic complexity.
|Keywords:||Levelled reading, Syllable, Phonemic Awareness, Linguistic, Lexicometric, Syllabic Complexity, Linguistic Complexity, GB+ Evaluation Toolkit, Specific Vocabulary, Frequent Words, Transparent Words|
Graduate Student, Speech-Language Pathology Program, Laurentian University - Université Laurentienne, Sudbury, Ontario, Canada
Associate Professor, Speech-Language Pathology Programme, Bachelor’s Programme in Health Sciences (Speech-Language Pathology) - Master's Programme in Health Sciences (Speech-Language Pathology), Laurentian University – Université Laurentienne, Azilda, Ontario, Canada
Full Professor, Département d'études françaises / French studies Department, Université Laurentienne / Laurentian University, Sudbury, Ontario, Canada
Associate Professor, Department of French Studies, Bachelor's Program in Health Sciences - Baccalauréat ès sciences de la santé (orthophonie), Laurentian University - Université Laurentienne, Sudbury, Ontario, Canada