Assessing the Suitability of Reading Materials for ESL Students

Abstract

The paper begins with an examination of the criteria by which first and second language reading texts have traditionally been graded, criteria which focus primarily on the linguistic characteristics of a text. It is proposed that if reading is viewed as interaction between a text and a reader, there are other variables to consider, those related to the reader side of the process: the readers' interests, background knowledge and purposes for reading. Within this interactive framework and after the reader variables have been considered, the subject matter, format, organization and discourse and linguistic variables of a text can be assessed. Implications of recent research in these areas are discussed. In conclusion, a set of guidelines is proposed for assessing the suitability of both graded and ungraded texts for ESL students.