Purposes a reconsideration of the traditional notions regarding reading rate and flexibility (i.e., that the good reader is a flexible reader who adjusts reading rate to the difficulty of the material or the purpose for reading) and suggests that perhaps there is no relationship between reading rate and flexibility. (JM)

Gives standards for judging the translation of advertisements. The examples are French to English as well as English to French. Emphasizes readability, memorizability, and puns. (MLA)

Many students assessed as being weak in reading comprehension have no reading disability, but are being asked to read material above their language and conceptual levels of competence. (DD)

The study evaluated the readability of warning labels on potentially hazardous substances sold in a grocery store. Findings indicated the reading level of half the key words ranged from 4th grade to 10th grade and that many words seldom taught to the moderately or severely retarded appeared frequently and others commonly taught appeared rarely.…

Obtained readability levels for several self-report measures designed for use with child/adolescent populations, using a recently developed readability formula based on an updated evaluation of reading materials. Also reports grade levels of words in individual items and in directions. Evaluation demonstrated lower reading levels than those…

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)

Argues that the nature and the readability of instructional materials may be an unsuspected barrier to progress for adult illiterates who receive instruction from volunteer literacy organizations. Considers the reading series of several national organizations. (CH)

Fifty fifth-grade students read passages at three readability levels from four content areas, then answered vocabulary, literal, and interpretive questions based on each passage. Significant differences in comprehension were found across ability levels and content areas. One sample passage is appended. (FL)

Discusses a study of the readability of the prose passages of the General Educational Development (GED) Test in comparison with high school texts, adult reading materials, and commercial GED tests. (JOW)

Reported are results of a survey in which 13 series of secondary level geography textbooks were tested to determine readability. Findings indicate that there is little difference in the readability level of geography texts published for grade six and those published for the secondary level. References are included. (Author/DB)

Reveals that the cloze and comprehension test scores correlated at significant levels, thus supporting the predictive validity of the cloze procedure. (RB)

The ability to read is vital. It paves the way to success in school, which can build self-confidence. It is power, key to personal growth. Through reading, we generate learning power that helps us know ourselves better and others as well. It also helps us understand past, present and future more clearly. So it is necessary for the teachers to find…

This document discusses the measurement of reading ability and the readability of books by application of the Lexile framework. It begins by stating the importance of uniform measures. It then discusses the history of reading ability testing, based on the assumption that no researcher has been able to measure more than one kind of reading ability.…

Describes the "cloze" procedure for judging the readability of textbook prose and in particular how this procedure may be applied to written mathematical materials. (JP)