The papers included in this collection represent as closely as possible the content and organization of the oral presentations delivered at a March 1980 conference on the use of readability formulas. The papers discuss the following topics: (1) an introduction to the conference, with general remarks on the uses and criticism of readability…

Examines the traditional criteria for evaluating first and second language reading texts. Proposes that, if reading is interaction between a text and a reader, variables related to the reader's side of the process, global textual properties, content characteristics, and rhetorical and discourse features should be considered before linguistic…

Describes two modifications to the SMOG Readability Formula designed to make it more useful for primary and intermediate grade materials. (FL)

A number of reading specialists are finding themselves testifying in court or writing expert opinions for court cases in such diverse areas as civil rights, criminal law, contracts, warranties, and due process. The validity of readability formulas was tested in the case of David v. Heckler. Another case involved a group of Florida prisoners who…

Argues that the Degrees of Reading Power test is not a valid tool for its main purpose, matching students to appropriate texts, because the test's units of text difficulty are not uniformly comparable to the test's units used to reflect a reader's ability. (HOD)

Explains significant but accounted for factors that affected the validity of the Degrees of Reading Power Test. (HOD)

Discusses the characteristics of three popular readability formulas: the Dale-Chall, the Fry Graph, and the Spache. Describes text based and reader/text based alternatives. Offers appropriate applications of each form of assessment. (FL)

Suggests how teachers can make materials more comprehensible for students rather than relying on readability formulas for reading material selection. (AEA)

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)

Educators and publishers (including state departments) need to know the readability and usability of periodicals and non-text materials. On the basis of a research review of the relationship between intended audience reading level and non-text materials readability, author recommends state and federal agencies develop materials which meet the…

The methodology used to determine readability of English texts (cloze procedure and word lists) is not applicable to foreign-language material. Linguistic variables are proposed as the basis for readability formulas. Contrastive and error analysis are possible strategies. (JB)

Explains eight categories of friendly text features: text organization, signaling, discourse consistency, cohesion, explication, conceptual density, metadiscourse, and instructional devices. Extratext determinants of readability (reader, goal, teacher) are also examined. Within the context of two models of reading, the interaction of these…

Offers a critique of existing methods of assessing the human interest of basic writing textbooks, contending that most are abstract and subjective and that the more objective Flesch formula inflates texts' human-interest level. Advocates modifying existing formulas and guidelines. Suggests criteria (e.g., appropriateness of readability level) for…

It has been customary to simplify texts to increase their readability for young readers. Recent studies suggest that it is the predictability of texts that is the key to their readability and that simplification may actually create problems for the reader. (RBW)

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)