Standard 10 of the Common Core State Standards attends to students' capacity with complex text. This standard distinguishes the Common Core State Standards from previous standards documents. This article describes a process--the Text Complexity Multi-Index (TCMI)--that supports teachers in studying texts to support their students in…

Reviews the research on readability formulas. (MKM)

Reports that the Fry readability graph can be adapted to measure Spanish readability at the primary level. (DD)

Discusses a prototype computer program designed to calculate readability levels and explains why such a program is needed. Calls for support from others who can assist in the program's development. (FL)

Looks at ERIC documents that deal with readability concerns. (FL)

Argues that the use of microcomputers and prewritten computer programs can save teachers time and effort in calculating the readability levels of written materials. (FL)

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)

Shows some similarities and differences between readability formulas and leveling procedures and reports some current large-scale uses of readability formulas. Presents a dictionary definition of readability and leveling, and a history and background of readability and leveling. Discusses what goes into determining readability and leveling scores.…

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)

Acknowledging widely recognized shortcomings of readability formulas, the authors propose a technique for analyzing syntactic complexity. (RB)

Reveals that the Rauding Scale of Prose Difficulty provides results closer to Spache and Dale-Chall values than does the Singer Eyeball Estimate of Readability (SEER) technique. (FL)

Argues that, while computers make the computation of readability formulas easy, teachers should not forget the need to apply judgment and common sense to the results. Discusses RIXRATE, a computerized version of the Rix index and compares its performance to that of the Rauding Scale. (FL)

Describes recent Austrian research concerning readability formulas, especially the Swedish Lix formula. Describes a prototype for a system of evaluating the individual variables that contribute to the difficulty of student reading materials. (FL)