The study was carried out with 45 web pages reached as a result of scanning the relevant keywords in the 'Google' search engine, eliminating repetitive web pages, and applying the inclusion and exclusion criteria. Content analysis, readability calculation, and statistical analyses of the data obtained from web-based information sources were…

This article examines how English as a foreign language learners might be better matched to reading texts using automatic readability analysis. Specifically, I examine how the lexical decoding component of readability might be validated. In Japan, readability has been mostly determined by publishers or by professional reading organizations who…

The purpose of this article is to understand the function, logic, and impact of qualitative systems for analyzing text complexity, focusing on their benefits and imperfections. We identified two primary functions for their use: (a) to match texts to reader ability so that readers read books that are within their grasp, and (b) to unearth, and then…

The "Common Core State Standards/English Language Arts" include the ability to become increasingly more capable with complex text over the school career, redirecting attention to the measurement of text complexity. While suggesting multiple criteria, the Standards offer a single measure of text complexity--Lexiles. Additional…

What is meant by text complexity is a measurement of how challenging a particular text is to read. There are a myriad of different ways of explaining what makes text challenging to read, from the sophistication of the vocabulary employed to the length of its sentences to even measurements of how the text as a whole coheres. Research shows that no…

Reviews the factors to be considered in evaluating abstracts. Types of abstracts, content, length, writing style, comprehensive criteria for abstracts, readability, readability testing, compatibility with ANSI (American National Standards Institute) standards, and informativeness are among the topics covered. (12 references) (KRN)

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)

Evaluates the practicability of the Singer Eyeball Estimate of Readability (SEER) techniques with 32 college students. Reveals that only two of the students met SEER's criterion for being considered acceptable judges. Concludes that the criterion is overly stringent and proposes a revised criterion designed to make the SEER technique more…

Noting that four of the six most common readability formulas use the McCall-Crabbs Standard Test Lessons in Reading as the independent criterion of difficulty to establish validity, while the other two often site their correlation with the first four to determine validity, a study examined whether these lessons consisted of passage selections…

When readability formulas are used to review workbooks and textbooks their value is limited because application techniques have failed to take into consideration the exercises and examples in these books. The O'Hear and Ramsey (OR) Corrective technique has been developed to alleviate this problem. It allows readability data to be used accurately…

Provides a check list of evaluation criteria to supplement the SMOG readability formula in choosing new content area textbooks. (Author/KS)

Describes the development and the components of an instrument designed to assess the contents of educational materials. (JM)

This working paper summarizes the results of an expert panel review of the Lexile Framework (LF). The review was conducted by five panel members through readings, the preparation of brief individual reports, and participation in a meeting held on April 26, 2001 in Washington, D.C. The list of panel members and invited observers, along with brief…

A checklist of criteria for evaluating textbooks in occupational education is presented, providing a rapid and effective way for instructors to assess occupational textbooks. The checklist encourages occupational education instructors and administrators to look at the qualities of textbooks that go beyond the subject content and readability levels…

Selection of instructional materials for business and distributive education programs is increasingly difficult because there are more materials, new courses, and programs, matching instruction to the student, and some teacher options. The writer presents steps for use by school personnel in evaluation and adoption of text materials. (MF)