Concludes that the Spache and Harris-Jacobson readability formulas are quite similar in variables used, in the way they were developed, and in statistical characteristics; notes differences in the Fry graph and raises questions about its suitability for measuring the readability of primary grade reading materials. (ET)

Responds to doubts raised in the preceding article about the author's readability graph. Defends the orthodoxy of the procedures used to develop the graph and presents data showing that it correlates quite well with the other formulas on first- and second-grade materials and is just a little high on third- grade materials. (ET)

Reports that the McCall-Crabbs Standard Test Lessons in Reading were never sufficiently standardized to justify their widespread use as the basis for readability formulae. (DD)