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Does One Size Fit All? Exploring the Contribution of Text Features, Text Content, and Grade of Use on Comprehension
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Mesmer, Heidi Anne E.; Hiebert, Elfrieda H.; Cunningham, James W.; Kapania, Madhu – Reading Psychology, 2020
Readability systems have once more become prominent in policy and practice because of recommendations in the Common Core State Standards. This study revisited two features of current text analysis (readability) systems: their generalizability to all grade levels and to all content areas. A database that encompassed texts across the grade bands and…
Descriptors: Readability, Reading Comprehension, Prediction, Instructional Program Divisions
Aligning "TextEvaluator"® Scores with the Accelerated Text Complexity Guidelines Specified in the Common Core State Standards. Research Report. ETS RR-15-21
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Sheehan, Kathleen M. – ETS Research Report Series, 2015
The "TextEvaluator"® text analysis tool is a fully automated text complexity evaluation tool designed to help teachers, curriculum specialists, textbook publishers, and test developers select texts that are consistent with the text complexity guidelines specified in the Common Core State Standards.This paper documents the procedure used…
Descriptors: Scores, Common Core State Standards, Computer Software, Computational Linguistics
Lexile Perspectives.
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Wright, Benjamin D.; Stenner, A. Jackson – Popular Measurement, 2000
Discusses the use of the Lexile Framework(R) in several areas. Lexiles have been established for various job groups, and they may serve as an indication of reading ability for a given job. The uses of lexiles in school and in reading education are discussed, as is the achievement of Lexile reading abilities as indicators of probable income. (SLD)
Descriptors: Elementary Secondary Education, Income, Occupations, Readability
Text Coherence and Readability.
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Meyer, Bonnie J. F. – Topics in Language Disorders, 2003
This article discusses how text variables interact with reader, strategy, and task variables to affect readability, including text coherence, text organization, signaling, and text structure. It considers how classic readability formulas, in concert with consideration of text, text reader, and strategy variables, can be used to match texts to…
Descriptors: Coherence, Dyslexia, Elementary Secondary Education, Language Impairments
The Textbook-Driven Curriculum.
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Ornstein, Allan C. – Peabody Journal of Education, 1994
Examines advantages and disadvantages of using textbooks as the basis for curriculum and instruction, discussing textbooks as the predominant instructional medium. The article describes attributes of good textbooks and text structures, identifies strategies for improving readers' text comprehension, and notes teachers' role as facilitators in…
Descriptors: Curriculum Development, Elementary Secondary Education, Readability, Reader Text Relationship
Boosting Reading Success: Language, Literacy, and Content Area Instruction for Deaf and Hard-of-Hearing Students--and Bilingual Students, and Students Learning English as a Second Language, and Everyone Else Who Needs a Little Help.
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Schirmer, Barbara R. – TEACHING Exceptional Children, 1997
Discusses strategies that teachers can use to support children with and without disabilities in comprehending reading material. Factors contributing to text readability, language learning for students who are deaf or hard of hearing, and strategies for in-class text reading and independent text reading are described. (CR)
Descriptors: Bilingual Students, Classroom Techniques, Deafness, Elementary Secondary Education