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Download full textSheehan, Kathleen M.; Flor, Michael; Napolitano, Diane; Ramineni, Chaitanya – ETS Research Report Series, 2015
This paper considers whether the sources of linguistic complexity presented within texts targeted at 1st-grade readers have increased, decreased, or held steady over the 52-year period from 1962 to 2013. A collection of more than 450 texts is examined. All texts were selected from Grade 1 textbooks published by Scott Foresman during the targeted…
Descriptors: Text Structure, Content Analysis, Grade 1, Elementary School Students
Peer reviewedValdes, Guadalupe; And Others – NABE: The Journal for the National Association for Bilingual Education, 1984
Discusses how current procedures for selecting/constructing equivalent texts may lead to error because of their specific limitations; proposes the utilization of micro-propositional analysis coupled with word-frequency lists and readability formulas for constructing "matching" texts; presents some procedures which researchers working in…
Descriptors: Content Analysis, Difficulty Level, English, Multilingual Materials
Peer reviewedFry, Edward B. – Journal of Reading, 1989
Argues that readability formulas accurately predict how easily a passage will be understood by considering sentence length and word difficulty. Claims that the misuse of readability formulas as writing guides is responsible for much of the criticism. Challenges the critics to come up with something better. (RS)
Descriptors: Basal Reading, Content Analysis, Prior Learning, Readability
Peer reviewedCohen, S. Alan; Steinberg, Joan E. – Reading Research Quarterly, 1983
Concludes that it is necessary to consider text frequency and standard frequency index and to discriminate technical words from technical support and nontechnical words to obtain a reliable indication of a science text's readability. (AEA)
Descriptors: Content Analysis, Content Area Reading, Elementary Education, Intermediate Grades
