Reading Comprehension of Legal Texts: An Analysis of the Influence of Lexico-grammatical Features, Domain Knowledge, and Text Structure

Abstract

Developing proficiency in reading legal texts is a requirement for students to obtain a law degree. Researchers on legal reading skills and novices’ cognitive challenges consider comprehension of legal texts consists of three main components:1) lexico-grammatical features, 2) domain knowledge, and 3) text structure. The aim of this study is to present empirical evidence on how lexico-grammatical features, domain knowledge and text structure affect the way expert and novice readers read legal genres. The studies presented that expert readers interpret legal texts by analyzing lexico-grammatical patterns and their contextual meanings. They use domain knowledge and text structure to identify elements such as parties, court, and rulings, while reading with purpose-driven objectives. These findings provide valuable recommendations for developing legal reading materials that enhance learners’ comprehension, improve their ability to interpret complex legal expressions, and support reading comprehension. The results can be applied to legal writing and education courses, offering a clear guide for planning curricula and materials that overtly instruct the cognitive processes employed by expert readers.