Abstract
132 first year students (78 males, 54 females; age range 19-25) from two
institutions of higher learning, attempted three Elgge tests of the every-5th word, the every-7th word, and the everyβ€”9th word deletions respectively.
The results obtained showed that the every-5th word deletion Cloze presented the greatest extraneous and psycholinguistic constraints to text comprehension the among three reading tests. Cloze mean scores were 36.9 and 44.74% respectively.
The scores also indicated that 79.5% of the respondents (105 students) read
the Cloze passage at the Instructional reading level. 18.9% (25 students] read it at the Independent reading level.
Thirdly, the Cloze Procedure appeared to have assessed the Readability of the text. There were very close correspondence between the Cloze mean scores on the one hand, and two very popular readability indices by Edward Fry and Rudolf Flesch. The three factors – variations in Cloze Deletion Rates, Reading levels, and Readability – have a number of educational implications especially for the comprehension of written texts among a category of students of “communication”.