Two studies were conducted to explore the feasibility of adapting reading passages by means of a computer thesaurus and an on-line dictionary.;In Study 1, the Computer Thesaurus Study, three word replacement conditions to replace the marked mid- and low-frequency words of a reading passage were compared. Each condition's performance for the proportion of marked words that could be replaced, the word frequency levels of the submitted synonyms that replaced the marked words, and the time duration needed to replace the marked words was examined. The participants were 12 English-language instructors who were native English speakers. The findings from Study 1 were determined by averaging the proportion of marked words replaced, averaging the word frequency level of submitted synonyms to replace the marked words, and averaging the time duration needed to replace the marked words.;In Study 2, the On-line Dictionary Study, three look-up conditions for language learners to learn mid- and low-frequency target words and comprehend a reading passage when they are transferred away to an on-line dictionary were compared. The research questions were focused on how each look-up condition affected the recall and recognition of word forms, word meanings, and passage comprehension. The participants were 84 first-year Japanese medical university students. The data were analyzed with the Rasch model with regard to the recall and recognition of word forms and word meanings, and passage comprehension.;Overall, the results suggest three findings in order to adapt the lexis of reading passages for learners in a timely manner. First, the results from the Computer Thesaurus Study suggest in terms of proportion of synonyms offered, the frequency level of synonyms offered, and the amount of time to provide synonyms, it might be best for instructors to replace the unknown words in passage without the use of a computer thesaurus. This study showed that the dynamic involved in choosing synonyms listed from a computer thesaurus increases word frequency level and the time to replace target words in a reading passage.;Second, with regard to the On-line Dictionary Study, if the results that were both statistically significant and measurably different are considered, the spell, click and control conditions might promote the learning the forms of words, the meanings of words, and passage comprehension, respectively. However, the click condition might promote both the learning of word meanings and passage comprehension because its effects were higher and measurably different to the spell condition on these measures.;Third, if only the results that were statistically significant from the On-line Dictionary Study are considered, there might be two conditions instead of three conditions to learn words and comprehend reading passages. The spell condition might be best for learning the forms and meanings of words and the control condition might be best for promoting passage comprehension.;In terms of learning words, the results are consistent with the Type of Processing-Resource Allocation model in that there is a tradeoff for retaining the forms and meanings of words depending on if an activity emphasizes the spellings of words (spell) or the meanings of words (click). In terms of comprehending passages, the results are consistent with Cognitive Load Theory in that germane loads that increase the mental effort to complete a task (click or spell) diminish processing to learn information (control).
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