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Johnston, Brenda A. – Performance and Instruction, 1985
Following a brief discussion of two facets of written material readability--reading ease and human interest--two reasons why written instructional material may be so difficult to read are considered: use of technical vocabulary and abstract language. Suggestions to make written instructional materials more readable are provided. (MBR)
Descriptors: Abstract Reasoning, Difficulty Level, Guidelines, Instructional Materials
Williams, Pamela Perrigo – Florida Vocational Journal, 1979
Discusses the importance of determining the reading difficulty of vocational materials. Explains how to determine the readability of materials, using the FORECAST Readability Formula, presenting guidelines on how to select sample passages, apply the Formula, and analyze the data. An example showing the Formula's use is provided. (LRA)
Descriptors: Academic Achievement, Guidelines, Instructional Materials, Measurement Techniques
Williams, Pamela Perrigo – Florida Vocational Journal, 1979
Discusses elements other than reading level that can affect ease of understanding vocational materials. Groups these elements into four major areas: (1) vocabulary, (2) sentence structure, (3) organization (the way sentences are arranged into paragraphs), and (4) relevance (the way the author relates the topic to the reader's experience). (LRA)
Descriptors: Guidelines, Instructional Materials, Opinions, Readability
