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)

Suggests that the popular and simple readability formulas may not be accurate enough to predict the instructional materials best suited to the reading abilities of secondary school students. (FL)

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

Reveals that the Rauding Scale of Prose Difficulty provides results closer to Spache and Dale-Chall values than does the Singer Eyeball Estimate of Readability (SEER) technique. (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)

Evaluates the practicability of the Singer Eyeball Estimate of Readability (SEER) techniques with 32 college students. Reveals that only two of the students met SEER's criterion for being considered acceptable judges. Concludes that the criterion is overly stringent and proposes a revised criterion designed to make the SEER technique more…

Rescales DRP-Difficulty (Degrees of Reading Power) into grade equivalent (GE) units using the estimated difficulty level values obtained from the Rauding Scale. Finds the revised scale is accurate to within one graded level for lower grade materials and to within two grade levels for upper grade materials. (MM)

Noting that four of the six most common readability formulas use the McCall-Crabbs Standard Test Lessons in Reading as the independent criterion of difficulty to establish validity, while the other two often site their correlation with the first four to determine validity, a study examined whether these lessons consisted of passage selections…

Describes the Luiten, Ames, Bradley Readability Variation Method for estimating the variation within a text. Concludes that it is practical and relatively accurate. (HOD)

Offers a case study of how one teacher used readability formulas to select the most appropriate materials for her students. Presents 10 suggestions that the teacher followed to avoid being tyrannized by the formulas. (FL)

Raises doubts about the validity of readability formulas. (RB)

Describes recent Austrian research concerning readability formulas, especially the Swedish Lix formula. Describes a prototype for a system of evaluating the individual variables that contribute to the difficulty of student reading materials. (FL)

Reports findings of a study that examined the extent to which the variability observed in reading levels of common junior high textbooks was also present in four popular high school social studies texts. (FL)

This paper reviews seven research studies on the subject of readability. The first study reviewed is itself an extensive review of 30 readability formulas described by George A. Klare. Of these, five formulas considered to be interesting, unusual, or classic on the basis of high validity, simplicity or complexity, common or uncommon variables, and…