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Direct linkAllen, Laura K.; Snow, Erica L.; McNamara, Danielle S. – Grantee Submission, 2016
A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the literature on writing. Previous research suggests that higher quality…
Descriptors: Role, Writing (Composition), Natural Language Processing, Hypothesis Testing
Renaud, Aldeo – 1980
A study was conducted to evaluate the level of difficulty of textbooks (French and Sciences) written in French for use with sixth grade students. A cloze test was administered to a sample of sixth grade students in two francophone districts in the province of New Brunswick, Canada, and the Henry readability formula was applied to the same texts.…
Descriptors: Cloze Procedure, Foreign Countries, French, Grade 6
Peer reviewedO'Hear, Michael; Ramsey, Richard N. – Research & Teaching in Developmental Education, 1990
Offers a critique of existing methods of assessing the human interest of basic writing textbooks, contending that most are abstract and subjective and that the more objective Flesch formula inflates texts' human-interest level. Advocates modifying existing formulas and guidelines. Suggests criteria (e.g., appropriateness of readability level) for…
Descriptors: Basic Writing, Content Analysis, High Interest Low Vocabulary Books, Higher Education
Duffy, Gerald G., Ed.; And Others – 1984
Prepared by members of the Institute for Research on Teaching and the Center for the Study of Reading, the papers in this collection examine reading comprehension as an interactive process and explore how comprehension instruction occurs in the complex workplace of the classroom. Specific topics discussed in 20 papers include the following: (1)…
Descriptors: Beginning Reading, Classroom Environment, Cognitive Processes, Content Area Reading
Sewall, Gilbert T., Ed. – Social Studies Review, 1992
This documents consists of 12 issues of a journal that seeks to provide information and reviews concerning social studies textbooks; each issue consists of 16 pages. Contents in the 12 issues include: (1) California control over textbook content; (2) "skills" teaching in elementary-level social studies texts; (3) readability formulas;…
Descriptors: Cultural Pluralism, Economics Education, Elementary Secondary Education, Ethical Instruction
