Attempts to determine whether the Raygor graph produces readability estimates compatible with estimates derived from the Fry graph, whether the Raygor graph is less time-consuming, and whether it lends itself to greater computational accuracy. (DD)

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)

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

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

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)

Reports findings of a study that examined the extent to which the variability observed in reading levels of common junior high textbooks was also present in four popular high school social studies texts. (FL)

The passage comprehensibility of three diagnostic reading tests--the Stanford Diagnostic Reading Test, the Spache Diagnostic Reading Scales, and the Durrell Analysis of Reading Difficulty--was evaluated using the following text variables: content familiarity, vocabulary, the number of idea units in the text, the number of text-based inferences…

Defining readability in both the narrow sense of formula use and refinement and the broader sense of the processing and comprehension of language, this paper argues for the need for more research focusing on readability as a way of improving the match between reader and text. Following a brief introduction, the paper reviews current readability…

Reports on a study that examined the readability of a selection of C. S. E. papers taken from six subject areas. Found that, with the exception of that given in history, the exams did not make excessive demands on the candidates' reading skills. (FL)

Suggests that the popular and simple readability formulas may not be accurate enough to predict the instructional materials best suited to the reading abilities of secondary school students. (FL)

When cloze and maze scores are compared with teacher judgment in establishing the independent, instructional, and fustration levels of students, both techniques tend to overestimate a child's ability. (HOD)

Validates the college-level designation of the Fry Graph using comparative validity data. (AEA)