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Johnston, Peter H.; Allignton, Richard L. – Reading Research Quarterly, 1983
Criticizes a study of the reliability and validity of curriculum-based reading inventories by L. S. Fuchs, D. Fuchs, and S. L. Deno and raises questions regarding the study's internal and external validity. (AEA)
Descriptors: Informal Reading Inventories, Readability Formulas, Reading Research, Research Methodology

Dreyer, Lois Goodman – Journal of Reading, 1984
Suggests how teachers can make materials more comprehensible for students rather than relying on readability formulas for reading material selection. (AEA)
Descriptors: Readability Formulas, Reading Material Selection, Reading Materials, Secondary Education

Selzer, Jack – Journal of Business Communication, 1981
Doubts the ability of formulas to predict readability and questions their use as aids in writing readable prose. Points out that formulas also hamper the teaching of business writing because they emphasize written products instead of the writing process. (PD)
Descriptors: Business Communication, Business Correspondence, Higher Education, Readability

Beck, Paula – Teaching English in the Two-Year College, 1984
To elicit student interest, teachers must search out works that have manageable sentences, vocabulary, accessible plots, characters, dialogue, and relate to the current cultural values of their students. (CRH)
Descriptors: Academic Ability, English Instruction, Higher Education, Literature Appreciation

Evans, Charles S. – Social Studies, 1987
Presents a study of United States History textbooks that identifies possible shortcomings of several readability formulas as tools in determining the appropriateness of reading materials. Suggests additional factors to consider when selecting textbooks and techniques to help students understand reading materials. (AEM)
Descriptors: Directed Reading Activity, Readability, Readability Formulas, Reading Ability
Harris, Theodore L., Ed.; Cooper, Eric J., Ed. – 1985
Intended to help teachers both improve students' text comprehension and better understand the teaching-learning process involved, this book focuses on comprehension and concept development as the central core of an effective educational program. The book's five sections deal with teaching explicit comprehension skills, precomprehension and…
Descriptors: Advance Organizers, Cognitive Processes, Concept Formation, Content Area Reading