This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

Provides tables to be used with the Spache Revised Readability Formula that decrease the number of necessary calculations. (MKM)

Six of the most widely used readability scales are briefly reviewed and their original source cited: the Dale-Chall Readability Formula, the Flesch "Reading Ease" Formula, the Fog Index, the Fry Readability Graph, the SMOG Grading Plan, and the Spache Readability Formula. (SJL)

The authors present a 20-item inventory for textbook selection designed to supplement the Fry Formula or the Raygor Estimate readability tests. The authors argue that a harmonious relationship should exist between the text, its author, its intended readers, and the instructor. (Author/PGD)

Indicates that the Rix modification of the Lix Readability Formula is easy to calculate, correlates highly with other popular formulas, and is useful for materials for grades 3 through 12. (AEA)

After discussing the ease of using the Fry Readability Graph, the author applies it to biology, chemistry, and physics texts, and lists the results. He warns that textbook authors and classroom teachers should be aware of the potential impact that the reading level of a text can have on students. (KC)

Proposes modifying standard readability formulas, such as the Fry and Flesch, by determining which words in a given passage would be taught as vocabulary words. These words are given the value of one syllable. In examples using this method, the readability is reduced from eighth to fourth grade. (KC)

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

Discusses appropriate reading material selection in light of content area reading instruction. Presents some ideas for determining the difficulty level of textbooks and other materials. Concludes that teaching reading in the content areas is one way to focus on the process of reading as an instrument to develop cognitive skills and thought…

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)

This booklet describes and discusses a method for determining the readability level of prose passages in reading materials for children. The method discussed in the booklet assigns a value to each noun in selected passages on the basis of its frequency level on standard word-frequency charts, correlated in a number of studies with independent…

As an estimate of probability of readability is discussed within the problem of ensuring that science tests meet the purposes of measuring skills, knowledge and ability of students. The necessity of technical terms is cited while arguing that testing for language should not interfere with tests for knowledge and skills. A review of formulas for…

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

Surveys recent trends in the area of clear writing. Discusses the problem of incomprehensible language in functional writing (forms and documents). Considers solutions, particularly those developed by the Document Design Center. (PD)

Identifies problems in basal readers caused by writers' use of vocabulary control and readability formulas. Provides suggestions for more effective employment of the basal reader, including suggestions on how to teach students to construct meaning from less than perfect texts. (ARH)