SIMPLIFICATION AND ELABORATION METHODS TO IMPROVE READING COMPREHENSION OF A2 LEARNERS
Abstract
Reading comprehension poses significant challenges for A2-level English learners transitioning from basic to intermediate proficiency when engaging with authentic texts. This article examines simplification and elaboration as pedagogical strategies for adapting instructional materials to enhance accessibility while preserving content integrity. Drawing on a comprehensive review of empirical research, this study evaluates the effectiveness of both approaches and their differential effects on reading comprehension outcomes. For A2-level instruction, the findings suggest a strategic approach: using simplification to support immediate comprehension and confidence-building, and using elaboration to support sustained language development and preparation for unmodified texts.
Keywords
reading comprehension, text modification, simplification, elaboration, A2 proficiency, English language learning
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