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dc.contributor.authorMavuna, JJ.
dc.coverage.spatialZimbabween_GB
dc.date.accessioned2014-11-17T12:02:30Z
dc.date.available2014-11-17T12:02:30Z
dc.date.issued2000-03
dc.identifier.citationMavuna, J.J. (2000) Levels of Difficulty of English Texts Used by Second Language English Speaking Children, ZBTE vol. 9,No.1. Harare, Mt. Pleasant: DTE.en_GB
dc.identifier.issn1022-3800
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/5058
dc.descriptionA ZBTE article on assessing the level of difficulty of English texts used by grade two primary school pupils whose first language is not English.en_GB
dc.description.abstractThe purpose of this study was to assess the level of difficulty of English texts used by grade two primary school pupils whose first language is not English. The study targeted 98 government high density primary schools in Harare, from which eight were randomly sampled. From a total of 1440 grade two pupils, 320 (22,2%) participated in this study. The study's main question was: What is the level, of difficulty of grade two English texts used by second language English speaking children? Out of the four locally produced reading schemes, two of them - the New Zimbabwe Primary English (NZPE) and the Ventures English Alive (VEA) were used because they are the most commonly utilized. Two readability (text difficulty assessment) measures, the Fry Graph and Cloze Procedure, were used to assess the level of difficulty of the NZPE and the VEA reading schemes. Results from the study showed that both the NZPE and the VEA texts were difficult for grade two second language English speaking children.en_GB
dc.language.isoenen_GB
dc.publisherDepartment of Teacher Education (DTE), University of Zimbabwe.en_GB
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en_GB
dc.subjectChildren and Youthen_GB
dc.subjectEducationen_GB
dc.titleLevels of Difficulty of English Texts Used by Second Language English Speaking Childrenen_GB
dc.typeArticleen_GB
dc.rights.holderUniversity of Zimbabween_GB


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