Reviews readability research and suggests priorities for future research in the area. (MKM)

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

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

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)

Examines the practical side of readablility in the United Kingdom as well as some theoretical considerations focused on research on text difficulty, microcomputer prediction of difficulty, validity of cloze procedure, and the effect when students rewrite textbook prose. (HOD)

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)

Provides a microcomputer program that will calculate readability levels using Rix, a new, short readability formula. (FL)

Discusses the history of high interest-low vocabulary books, from their appearance in 1925 to implications for their future use. (MKM)

Reviews research on the average reading level in the United States, on how well the average American needs to read, and on what the average American can and does read. (MKM)

Describes the test, The Degrees of Reading Power, developed by the New York State Education Department for use as a formalized "informal reading inventory." (MKM)

A review of the literature on the relationship between reading ability and mathematical ability shows the process of reading mathematics to be very different from the process of reading English prose. (AEA)