Provides a chart to be used with the Dale-Chall Readability Formula to simplify computation of readability level. (MKM)

Indicates that the Rix modification of the Lix Readability Formula is easy to calculate, correlates highly with other popular formulas, and is useful for materials for grades 3 through 12. (AEA)

Presents guidelines for use in examining the comprehensibility of a textbook, questions to ask about the book, and suggestions for using the guide questions. (FL)

Presents a computerized readability scoring system that allows for the calculation and comparison of several formulas with no corresponding increase in teacher effort. (FL)

Provides a checklist that considers "learnability" factors as well as "understandability" factors to use as an alternative to readability formulas. (MKM)

Discusses two computer applications to reading instruction: modification of a computer program that calculates readability and criteria for evaluating language arts software. (AEA)

Suggests using readability formulas, a skills inventory, an introspective report, and diagnostic approaches based on models of comprehension as informal evaluations of students' content reading ability. (MKM)

Presents a checklist developed by the International Reading Association's Committee for Basic Education and Reading, which is designed to help teachers select materials to meet the special needs and interests of adult basic education learners and to make objective judgments based on a clear evaluation process. (MKM)

By understanding factors that can make reading difficult for students who are normally able readers, content teachers can facilitate comprehension in their classes. (AEA)

Reviews reading problems encountered in industrial arts courses and provides suggestions for how to deal with them. (MKM)

Suggests how teachers can make materials more comprehensible for students rather than relying on readability formulas for reading material selection. (AEA)

Five contributors separately discuss (1) a formula for describing the anticipatory process in reading; (2) a combined reading, writing, and comprehension exercise that proved popular with rehabilitation students; (3) an adult education project involving reports on recreational reading; (4) limitations of the Fry Readability Graph; and (5) a method…

Argues that new vocabulary words should be presented in concept clusters and related to prior knowledge to facilitate organization in memory. Presents a sample lesson for science vocabulary. (HOD)

Describes how news magazines were used successfully as supplements to teach civic literacy, vocabulary, and writing to college level reluctant readers. Contains two sample exercises. (HOD)

Offers suggestions on how to ask questions in a teacher/student reading conference, promote professional growth through the use of reading journals, produce a newspaper as a final examination, use modern music to teach reading and writing, and use content area textbooks to teach reading skills. (FL)