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)

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)

Compares the Fry, Dale-Chall, and SMOG readability formulas and cautions users about their limitations. (RB)

Discusses why proper nouns should be counted and how to count syllables and words, recent work on the validity of readability formulas, and the readability graph extrapolated to college level. (JM)

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

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)

Argues that the Degrees of Reading Power test is not a valid tool for its main purpose, matching students to appropriate texts, because the test's units of text difficulty are not uniformly comparable to the test's units used to reflect a reader's ability. (HOD)

Explains significant but accounted for factors that affected the validity of the Degrees of Reading Power Test. (HOD)

Describes a revised readability formula for Vietnamese that differentiates between Vietnamese and Sino-Vietnamese compound words and discusses its validity and reliability. (HOD)