The effect of patterns of organization in reading comprehension when using authentic and non-authentic texts

This paper reports on an exploratory study aimed at determining the effect of patterns of organization in reading comprehension when using authentic and non-authentic texts with intermediate EFL students in a private university in Cali. Findings show that both types of texts are complementary, and have no determining impact in terms of making comprehension easier or more difficult. The study is framed as classroom research, and is composed of quantitative aspects, which were the starting point for exploring those which were qualitative. The instruments used were questionnaires, an electronic survey and a focus group. The analysis showed that the recognition of patterns of organization may help students to become aware of the required elements to develop their reading skills however, it did not proof that all the participants managed to do so.