Describes a quick new academic readability estimate; ways to correct adult learners' writing errors; and high school reading programs in Ohio. (RS)

Compares the Fry, Dale-Chall, and SMOG readability formulas and cautions users about their limitations. (RB)

Concludes that after 50 years, the McCall-Crabbs norms are out of date and need to be revised. (MKM)

Discusses why proper nouns should be counted and how to count syllables and words, recent work on the validity of readability formulas, and the readability graph extrapolated to college level. (JM)

Validates the college-level designation of the Fry Graph using comparative validity data. (AEA)

Provides guidelines for analyzing and evaluating textbooks based on their comprehensibility rather than their readability. (MKM)

Suggests caution in using readability formulas in determining how to use a textbook for instruction and suggests other factors to consider. (MKM)

Presents a checklist developed by the International Reading Association's Committee for Basic Education and Reading, which is designed to help teachers select materials to meet the special needs and interests of adult basic education learners and to make objective judgments based on a clear evaluation process. (MKM)

Describes a computer formula which measures readability according to how well high school seniors comprehend reading passages. (RB)

Presents a readability formula suitable for passages from 40 to 99 words (provided they contain at least 3 sentences). (RS)

Outlines the current uses of readability measures in education, business, and government. (SRT)

Investigated whether the use of a computer and the desire to increase readability levels of their writing would encourage student writers to revise. Results indicated an increase in the readability grade level from original drafts to revisions. (SRT)

Describes the Luiten, Ames, Bradley Readability Variation Method for estimating the variation within a text. Concludes that it is practical and relatively accurate. (HOD)

Argues that readability formulas accurately predict how easily a passage will be understood by considering sentence length and word difficulty. Claims that the misuse of readability formulas as writing guides is responsible for much of the criticism. Challenges the critics to come up with something better. (RS)

Raises doubts about the validity of readability formulas. (RB)