The implication of Age and Use of Technologies in Reading Comprehension on Ecuadorian A2 Learners in Tertiary Education

  • Silvia Morales Morejón Universidad Técnica de Babahoyo
  • Marta Peña Alvarez Universidad Técnica de Babahoyo
  • Julio Mora Aristega Universidad Técnica de Babahoyo
  • Elma Ramírez Romero Universidad Técnica de Babahoyo
Palabras clave: Age differences, A2 learners, Reading comprehension, Rewordify


This study aims to determine if learners´ age has an incidence in students` reading comprehension ability, analyzing these variables throughout three sceneries, using Google translator, a specialized software named Rewordify and without any technological resource. This study follows a quantitative approach, where a sample of 130 student`s responses was studied. The data analyzed lead researchers to conclude that there is no significant difference between learners from different ages on their capacity to understand a text in the Ecuadorian context; also, technology seems to be useful equally among aged groups.


La descarga de datos todavía no está disponible.


Adair-Hauck, B., Willingham-McLain, L., & Youngs, B. (2000). Evaluating teh integration of technology and second language learning. CALICO journal , 269-306.
Athanasiadou, P., Andreou, G., & Gana, E. (2020). ICT and specific learning disabilities: a proposition for the use os teh software Rewordify in the foreign language learning by students with reading comprehension difficulties. International Conference in Open and Distance Learning , 85-93.

Cenoz, J. (2002). Age differences in foreign language learning. . ITL-International Journal of Applied Linguistics, 135(1) , 125-142.

Chomsky, N. (1967). Recent contributions to the theory of innate ideas. In A Portrait of Twenty-five Years. Springer, Dordrecht , 31-40.

Curtis, M., & Kruidenier, J. (2005). A summary of scientifically based research principles: Teaching adults to read. DC: National Institute for Literacy .

Davidson, R., & Strucker, J. (2002). Patterns of word-recognition errors among adult basic education native and nonnative speakers of English. Scientific studies of reading, 6(3) , 299-316.

Edyburn. (2000). Assistive technology and students with mild disabilities. Focus on exceptional children, 32(9) .

Fletcher, J. (2006). Measuring reading comprehension. Scientific Studies of Reading , 323-330.

Francis, D., Fletcher, J., Catts, H., & Tomblin, B. (2005). Dimensions affecting the assessment of reading comprehension. En D. Francis, J. Fletcher, H. Catts, & B. Tomblin, Children´s reading comprehension and assessment (págs. 369-394). Paris: Lawrence erlbaum Associate, Publishers.

Gough, P., Hoover, W., Peterson, C., Cornoldi, C., & Oakhill, J. (1996). Some observations on a simple view of reading. En C. Cornoldi, & J. Oakhill, Reading comprehension difficulties: Processes and intervention (págs. 1-13). Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.

Greenberg, D., Ehri, L., & Perin, D. (2002). Do adult literacy students make teh same word-reading and spelling errors as children matched for word-reading age? Scientific Studies of Reading, 6(3) , 221-243.

Hannon, B., & Daneman, M. (2009). Age-related changes in reading comprehension: an individual-differences perspective. Experimental Aging Research, 35(4) , 432-456.

Harmer, J. (2001). How to teach English. En J. Harmer, How to teach English (pág. 100). Longman.

Harmer, J. (2010). The practice of English language teaching. New York: Pearson Longman.

Hong, K. (2010). CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL:The journal of EUROCALL, 22(1) , 53-69.

Jackson, N. (2005). Are university students`component skills related to their comprehension and academic achievement? Learning and Individual Differences , 113-139.

Krashen, S. D., Long, M. A., & Scarcella, R. C. (1979). Age, rate and eventual attainment in second language acquisition. TESOL quarterly , 573-582.

Lázaro, A. (2002). La adquisición de la morfosintaxis del Inglés por niños bilingues euskera-castellano: una perspectiva minimalista. Unpublished PhD Dissertation , Vitoria University.

Loup, G., Boustagui, E., El Tigi, M., & Moselle, M. (1994). Reexamining the critical period hypothesis: A case study of succesful adult SLA in a naturalistic environment . Studies in second language acquisition, 16(1) , 73-98.

Morales, S., Mora, J., & Alvarez, M. (2019). Effectiveness of rewordify in a receptive skill: Implications in reading comprehension in EFL A2 Ecuadorian learners in tertiary education level. Education quarterly reviews s(4) .

Muñoz, C. (2006). The effects of age on foreign language learning: The BAF project. Age an drate of foreign language learning. Clevendon,Toronto: Multilingual Matter LTD.

Norman, S., Kemper, S., & Kynette, D. (1992). Adult`s reading comprehension: Effects of syntactic complexity and working memory. Journal of Gerontology, 47(4) , 258-265.

Patkowski, M. (2003). Laterality effects in multilinguals during speech production under the concurrent task paradigm: Another test of the age of acquisition hypothesis. International Review of Applied Linguistics in Language Teaching , 175-200. (2019). | Understand what you read. [online] Available at: [Accessed 20 Sep. 2019].

Sabatini. (2002). Efficiency in word reading adults: Ability group comparisons. Scientific Studies of Reading, 6(3) , 267-298.

Snow, C., & Kim, Y. (2007). large problem spaces: The challenge of vocabualry for English language learners. En A. M. In R.K Wagner, Vocabulary acquisition: Implications for reading comprehension (págs. 123-139). Guilford press.
Resumen 38
PDF 33
Cómo citar
Morales Morejón, S., Peña Alvarez, M., Mora Aristega, J., & Ramírez Romero, E. (2020). The implication of Age and Use of Technologies in Reading Comprehension on Ecuadorian A2 Learners in Tertiary Education. Journal of Science and Research: Revista Ciencia E Investigación. ISSN 2528-8083, 5(CININGEC), 518 - 531. Recuperado a partir de

Artículos más leídos del mismo autor/a