Learning from graded readers

Abstract

A word frequency study was made of two graded readers and an unsimplified text to determine the contribution that graded readers can make to vocabulary learning. Assuming that 10 repetitions are needed for learning, it was found that in order to master the vocabulary at a particular level, it would be necessary to read several texts at that level. It was also found that when moving from one level to another, it is not necessary to learn the vocabulary of the new level, or indeed to master all the vocabulary of the previous levels, in order to read successfully at the new level. Graded readers also provide suitable conditions for unknown words from context.