Looks at ERIC documents that deal with readability concerns. (FL)

Obtained reading grade levels for depression scales by use of two empirically based readability formulae. Results showed Kovacs children's measure had the easiest reading level, the General Behavior Inventory was appropriate for college-level reading, and most other measures clustered at a fifth- to ninth-grade reading level. (WAS)

Reports a number of modifications to the computer readability program STAR (Simple Tests Approach to Readability) designed to make it more useful. (FL)

This article explores the relationships between vocabulary knowledge and text readability. It discusses how procedures used by readability formulas to assess the vocabulary factor can over- or underestimate text difficulty by counting syllables rather than assessing what the reader knows about the words in a text. (Contains references.) (Author/CR)

These exercises and examples pertain to readability information presented in preceding articles. They are designed to help speech language pathologists test their intuitions about word and text difficulty and to see readability data from a number of quantitative formulas applied to passages across a wide range of levels. (Contains 8 references.)…

Examples are provided that show readability in action in diverse settings. The first shows how readability analysis resulted in a new fluency monitoring protocol in three school districts in Northern California. The others present hypothetical school, clinic, and research situations that a speech language pathologist might encounter. (Author/CR)

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)

Lists the dangers of readability formulas and concludes that while they may be a necessary evil, they should not be used as the underlying structure of a reading program. (FL)

All of the measures require greater reading capability than tests like the Minnesota Multiphasic Personality Inventory that are designed for use with diverse clinical populations. Unfortunately, some important measures based on promising social-learning conceptualizations of marital conflict were among the more difficult. (Author)

Details the steps followed in the development of the Basic Skills Word List. (FL)

Describes two modifications to the SMOG Readability Formula designed to make it more useful for primary and intermediate grade materials. (FL)

Examines the arguments against the indiscriminate use of readability formulas. (FL)

Confirms that in cloze testing, it is unnecessary to use standard size spaces and reveals a high correlation between synonymic scoring and verbatim scoring. Indicates also that a specific probability concepts test is comprehensible and readable by the great majority of students for whom it was devised. (FL)

Reviews the literature concerning informal reading inventories and discusses a number of issues related to them, including question choice, scoring criteria, and allowable miscues. Offers guidelines for constructing and using the inventories. (FL)

Considers three issues related to the conduct of research into reading problems of the elderly: (1) the lack of federal funding of literacy research concerning the elderly, (2) differences between conducting research with school-aged populations and with the elderly, and (3) problems encountered in testing elderly individuals. (GT)