Describes a readability formula to help teachers of Vietnamese students who have relocated in other countries. (AEA)

Provides guidelines for analyzing and evaluating textbooks based on their comprehensibility rather than their readability. (MKM)

Suggests caution in using readability formulas in determining how to use a textbook for instruction and suggests other factors to consider. (MKM)

Describes a computer formula which measures readability according to how well high school seniors comprehend reading passages. (RB)

Presents a readability formula suitable for passages from 40 to 99 words (provided they contain at least 3 sentences). (RS)

Outlines the current uses of readability measures in education, business, and government. (SRT)

Argues that readability formulas accurately predict how easily a passage will be understood by considering sentence length and word difficulty. Claims that the misuse of readability formulas as writing guides is responsible for much of the criticism. Challenges the critics to come up with something better. (RS)

Raises doubts about the validity of readability formulas. (RB)

Explains why applying a readability formula to a content text is not enough to determine whether a student can read and understand the book. (MKM)

Describes research conducted in France on text readability and suggests that readability formulas give high scores to redundant texts that have no great interest and penalize texts with original information. Argues that a coefficient should be incorporated into readability formulas that reflects the nature of the text. (MKM)

Investigates whether novelistic prose can be dated by considering marked stylistic changes that occurred over the past 240 years. Finds a positive correlation between publication date and stylistic markers of sentence length, word length, rare punctuation, and word shortening or informality. Argues that this process can form the basis for new…