This observation revealed the discrepancy between perceived text difficulty and publisher ratings in graded readers, suggesting re-evaluation is needed.
Key Points
Perceived text difficulty does not align with the difficulty levels stated by publishers of graded readers.
The study utilized many-facet Rasch analysis to examine how students rated the difficulty of graded reader texts.
162 Japanese English as a foreign language students evaluated 15 graded reader texts in this analysis.
The findings emphasize the importance of considering readers' perspectives on text difficulty in extensive reading practices.