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A Quantitative and Qualitative Analysis on the Continuity of the Reading Sections in Elementary and Middle School English Textbooks

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Kim, In-Ok·2023·Journal of Curriculum and Evaluation
DOI 10.29221/jce.2023.26.3.169
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Abstract

The purpose of this study was to analyze the continuity of reading sections from 5th grade to 2nd year in middle school English textbooks and find improvement measures for the future development of textbooks. A total of 20 English textbooks (five types for each grade) were analyzed quantitatively and qualitatively for this research. For quantitative analysis, Text Inspector was used to calculate indicators related to sentences, vocabulary, syllables, and readability. Additionally, t-tests were conducted for each adjacent grade to determine the degree of continuity. The results of the data analysis revealed that the differences between the 6th grade and 1st year in middle school, in terms of quantitative-related indicators, were significantly greater than those of other adjacent grades. This suggests that guidance on the appropriate number of sentences, syllables, and readability level should be provided in the textbook development process. In the qualitative analysis of the reading procedures and learning activities, familiar content was found to be repeatedly and extensively presented, ensuring some continuity. However, since grammar learning is a new area in the first year of middle school, addressing basic grammar in the 6th grade will help improve continuity. Based on the analysis of the results, this study provides implications for the development of English textbooks and suggestions for follow-up research.

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References 11 · Cited by 3

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Metadata

Authors
Kim, I.-O.
Corresponding author
Kim, In-Ok
ORCID
Kim, In-Ok
Venue
Journal of Curriculum and Evaluation
Publisher
The Journal of Curriculum and Evaluation
Published
2023-08
Volume
26
Issue
3
Pages
169-189
ISSN
1229-1544 (ISSN-L)
DOI
10.29221/jce.2023.26.3.169
OpenAlex
W4386052654
Cited by
3
References
11
Citations by year
2025: 1 · 2024: 2
FWCI
3.37
Type
journal article
Language
en
Open access
Licence
Locations
Journal of Curriculum and Evaluation (publishedVersion, cc-by-nc-sa)
Funders
  • Ministry of Education
  • National Research Foundation of Korea
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Education › Educational Methods and Analysis
Keywords
English textbooks, primary school English, junior high school English, textbook development, readability, sentence length, syllable count, vocabulary, grade-level progression, grammar instruction

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CoChat. (2026). Citation check: A Quantitative and Qualitative Analysis on the Continuity of the Reading Sections in Elementary and Middle School English Textbooks. https://app.cochat.ai/papers/10.29221/jce.2023.26.3.169
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Kim, I.-O. (2023). A Quantitative and Qualitative Analysis on the Continuity of the Reading Sections in Elementary and Middle School English Textbooks. Journal of Curriculum and Evaluation. https://doi.org/10.29221/jce.2023.26.3.169