In a recent project carried out in three vastly different EFL classrooms in Israel, three EFL teachers mapped and ranked the features by which texts should be analyzed before using them in a reading lesson. This project was part of an in-service yearly course called the Advanced NBA (New Bagrut Assessment) mainly completing online work which involved designing a reading unit and implementing it in EFL classrooms
In achieving this goal, we first chose a reading text and analyzed it according to the features of Richard Day’s article “Selecting a Passage for the EFL Reading Class” who describes in depth ten important characteristics to consider when choosing a reading text.
Criteria 1. Interest (Suitability of Content)
According to Day, the first criteria that is paramount for selecting a passage is interest or, suitability of content. The students should have enough background knowledge on at least one of the themes that each of the texts elaborates on. The texts should also stimulate the students’ intrinsic motivation.
Criteria 2. Topic.
The texts provide opportunities for reading more in depth on a subject, which can facilitate second-language acquisition, especially when most of the vocabulary and structures are recycled.
Criteria 3. Background Knowledge of the Reader
Texts should make sure that the passage is on a topic known to students. Teaching the students the Mafia is probably not as hard as teaching students about scientific programming.
Criteria 4. Exploitability: Will the passage allow the teacher to accomplish the objectives of the reading lesson?
Consider thematic, lexical and structural appropriateness in light of the text you chose. Do they have the potential to match up with the objectives of the unit? Can students explore the text meanings through the structure and text conventions, and acquire some new vocabulary as well?
Criteria 5. Lexical Appropriateness
Does the new vocabulary match the level of the students’ abilities?
Criteria 6. Readability and Length of Passage
Consider also the length of the passage and how long it would take you to complete the reading lesson? Five relatively short mini texts might be better than one infinitely long text.
Criteria 7. Syntactic Appropriateness
Syntactic constructions in a passage affect its readability. If the new structures have been taught, the students can be instructed to scan the text(s) and underline syntactic constructions that are new or difficult, or which they do not quickly recognize or understand. Otherwise you may need to reteach certain structures.
Criteria 8. Organization: Logical/Rhetorical Ordering of Ideas
One of the main objectives of reading lessons is understanding the main ideas and significant details of a text. Check out these graphic organizers on cause and effect and main idea-supporting details.
Criteria 9. Discourse Phenomena. Discourse phenomena is understanding different connectors or reason, contrast and sequencing and to recognize their function in the passage the while-reading stage.
Criteria 10. Appearance of the Reading Passage: Layout, Print, Type size
Does the text have accompanying photos or pictures with captions that illustrate the topic? Are paragraphs in each text/file are clearly defined? Are the lines numbered? This can enhance reading speed. Is the font clear and attractive?
Lesson tips: If you are stuck with a textbook or a variety of texts, you may consider supplementing your text with simplified or advanced readers. This gives you the option of working on frontal class activity and giving students independent reading tasks combined with a silent reading period.
References
Day, Richard. 1994. Selecting a Passage for the EFL Reading Class. Forum, 32,1.
