Exploring the readability of Sesotho Grade 12 examination texts using English readability metrics

• Published in: Southern African linguistics and applied language studies Vol. 42; no. sup1; pp. S271 - S284
• Main Author: Sibeko, Johannes
• Format: Journal Article
• Language: English
• Published: Grahamstown Routledge 06.12.2024; Taylor & Francis Ltd
• Subjects: Curricula; Readability; Reading comprehension; Reading tests; Reading-writing relationship; Secondary education; Sotho languages; Syllabification; Writing tests
• ISSN: 1607-3614; 1727-9461
• DOI: 10.2989/16073614.2024.2390983

This article explores the readability of Sesotho reading comprehension and summary writing exam texts using a web-based tool. The study adapts the tool by using the Sesotho list of frequently used words and the rule-based syllabification system. A total of 80 reading comprehension and summary writing texts are analysed. The results show strong correlations between eight of the nine metrics. The Flesch Reading Ease metric shows strong negative correlations with the other eight metrics. Furthermore, the Dale-Chall index consistently correlates with the other eight metrics. Linear regression models reveal significant differences between the Home Language and the First Additional Language subject levels for at least the Flesch-Kincaid Grade Level, the Lasbarhets index, the Automatic Readability index, the Readability index, the Simple Measure of Gobbledygook, and the Dale-Chall index. Furthermore, the regression models reveal the consistency of readability levels throughout the different years and examination opportunities. The study concludes that the differences between the Home Language and the First Additional Language subjects in Sesotho may be evident in the reading texts as opposed to the curriculum documents. In the end, it is suggested that the assessment component of the different curricula be considered carefully before the two curricula are merged.