Socio-Dynamic Errors in the Assessment of Readability Using the Cloze Approach

Abstract

This study explored socio-dynamic errors associated with the use of cloze in determining readability of texts. This study employed a causal comparative design. The study was conducted in Enugu State of Nigeria. Two secondary schools were drawn from each of the three socio-cultural zones of Enugu State. One passage was developed from each zone in such a way that the contents of the passages reflect popular practices, artifacts, and issues that are relevant to the zone. Errors were recorded with respect to individual cloze passages across students of the three socio-cultural groups. Frequencies and Chi-square test were employed in data analysis. Results reveal significant socio-dynamic errors relating to figure- ground incongruence and proximity conflicts in determining readability using the cloze approach.

KEY WORDS: cloze, socio-dynamic, readability, comprehensibility, figure-ground, fixed-ratio, proximity