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Chili Li; Xue Wang; Long Qian – SAGE Open, 2025
The effectiveness of English Language Teaching (ELT) materials significantly influences the learning outcomes of English as a Foreign Language (EFL) learners, positioning these resources as cardinal in the acquisition process. Despite this widely acknowledged significance, there remains a notable gap in research concerning the evaluation of key…
Descriptors: Syntax, Difficulty Level, Second Language Instruction, English (Second Language)

Nixon, Judy C.; Helms, Marilyn M. – Bulletin of the Association for Business Communication, 1991
Investigates whether readability is a key criterion for college and university professors in selecting textbooks. Finds that many selected textbooks are at too high a level for the students. Suggests that students have a difficult time learning when the text is even slightly above their level. (PRA)
Descriptors: Business Communication, Higher Education, Readability, Readability Formulas

Marshall, Nancy – Journal of Reading, 1979
Provides guidelines for analyzing and evaluating textbooks based on their comprehensibility rather than their readability. (MKM)
Descriptors: Community Colleges, Readability, Readability Formulas, Reading Comprehension

Nelson, Joan – Journal of Reading, 1978
Suggests caution in using readability formulas in determining how to use a textbook for instruction and suggests other factors to consider. (MKM)
Descriptors: Content Area Reading, Elementary Secondary Education, Postsecondary Education, Readability
Rush, R. Timothy – 1984
Noting that readability formulas are strictly text-based and therefore do not reflect the interactive nature of the reading process, this paper argues that many of the instructional material evaluations for which such formulas are used are inappropriate and offers more reader-based alternatives to the use of formulas. The first half of the paper…
Descriptors: Elementary Secondary Education, Evaluation Methods, Instructional Materials, Readability

Fry, Edward B. – Journal of Reading, 1989
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)
Descriptors: Basal Reading, Content Analysis, Prior Learning, Readability

Campbell, Anne – Journal of Reading, 1979
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)
Descriptors: Content Area Reading, Mathematics Instruction, Readability, Readability Formulas
O'Hear, Michael F.; Ramsey, Richard N. – 1990
A study was conducted to determine whether there was any match between student perception of reading ease and the readability of three main line, first-year college composition texts (Daugherty; Kinneavy, McCleary, and Nakadate; Lauer, Montague, Lunsford, and Emig) as determined by five commonly used readability formulas. Two chapters (on…
Descriptors: Difficulty Level, Freshman Composition, Higher Education, Readability
Bouffler, Chrystine – Australian Journal of Reading, 1984
It has been customary to simplify texts to increase their readability for young readers. Recent studies suggest that it is the predictability of texts that is the key to their readability and that simplification may actually create problems for the reader. (RBW)
Descriptors: Elementary Education, Readability, Readability Formulas, Reading Comprehension
Reed, Keflyn Xavier – 1988
In spite of their limitations, readability formulas can help teachers determine whether there are differences between students' reading abilities and the difficulty levels of the textbooks they are required to use. A study was conducted to assess the reading levels of students and the readability levels of textbooks at five selected junior…
Descriptors: Community Colleges, Readability, Readability Formulas, Reader Text Relationship
Chall, Jeanne S. – 1981
One of a series dealing with current issues affecting language arts instruction, this paper focuses on the conceptions and misconceptions of readability. The paper begins by noting that over the years, researchers in readability have had two major goals: to determine what makes written materials easy or difficult to read and comprehend, and to…
Descriptors: Content Analysis, Difficulty Level, Educational Trends, Elementary Secondary Education

Clark, Andrew K. – Journal of Industrial Teacher Education, 1978
Four readability indices that focus on the ease of comprehension of printed material are applied to industrial education textbooks for senior high school students. Grade reading levels by subject areas for the four indices are presented in tables, charts, and text. Certain conclusions about the readability techniques studied are suggested. (MF)
Descriptors: Correlation, High Schools, Industrial Arts, Industrial Education
Zakaluk, Beverly L., Ed.; Samuels, S. Jay, Ed. – 1988
Designed to appeal to students who want a short but up-to-date overview, researchers who are interested in a critical appraisal, and consumers who would like to know what leaders in the field think, this collection of articles highlights the changes that have occurred in readability research from the past to the present and makes predictions about…
Descriptors: Decoding (Reading), Elementary Secondary Education, Foreign Countries, Material Development
Edwards, Peter; Sofo, Frank – 1982
After reviewing criticisms of the exclusive use of readability formulas to evaluate text difficulty and describing successful efforts to broaden the traditional readability formula approach, this report presents a 20 item checklist for determining text comprehensibility based on four criteria: (1) specific objectives or outcomes expected from the…
Descriptors: Check Lists, Content Area Reading, Design, Difficulty Level
Anders, Patricia L., Ed. – 1980
A selection of seven articles on teaching reading to high school students is presented in this report. The topics discussed are: (1) a structured approach to reading expository prose, (2) the effectiveness of sustained silent reading, (3) readability variations in secondary remedial high interest books, (4) the effects of previewing difficult…
Descriptors: Advance Organizers, High Schools, Language Proficiency, Readability
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