Reviews some of the ways researchers estimate readability with a focus on multiple choice test items in science. Presents criteria to consider for minimizing readability problems in test items. Examines samples from the National Assessment of Educational Progress test bank for readability. (ML)

This study assessed the influence of reading ability and difficulty of material on types of oral reading errors made by 42 second-grade children. Overall, types of errors changed as the material became more difficult. The interactions between reading ability and difficulty level were also significant. (Author/BS)

Reports on a study that examined differences in the comprehension scores achieved by seventh and eighth grade students on Form 1 and Form 3 of the Gates-MacGinitie, Level E. (HOD)

Presents an annual list of outstanding books that need an introduction by a teacher or other knowledgeable adult in order to be fully appreciated by children. (HTH)

Confirms that in cloze testing, it is unnecessary to use standard size spaces and reveals a high correlation between synonymic scoring and verbatim scoring. Indicates also that a specific probability concepts test is comprehensible and readable by the great majority of students for whom it was devised. (FL)

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

This book looks at a broad sweep of books--from "little books" with patterned sentences to small illustrated chapter books. The book integrates discussions of nearly 200 different books, sorted along a gradient of difficulty, beginning with Reading Recovery levels and extending to a framework for evaluating more complex texts, the…

This instructional support guide describes the national-level research that forms the foundation of the Idaho Reading Initiative. It includes information about the items chosen for the Idaho Reading Indicator, as well as practical suggestions to help bring best practices to the classroom. The following sections are included in the guide: (1)…

Reviews research using sentence length as a factor in predicting readability and discusses the possibility of sentence complexity as a more accurate variable. (TO)

A comparative readability assessment of 29 most frequently used books or work units in Adult Basic Education classes in Tennessee was made to determine whether a significant difference and/or significant correlation exists between selected types of readability indices. (DS)

Replicates two studies by Bormuth comparing multiple choice and cloze tests as measures of comprehension and concludes, like Bormuth, that the more easily constructed cloze test can be used to measure comprehension or to select reading materials. (MD)

Suggests approximately 200 words of religious denotation that should be added to the Dale-Chall List of 3,000 Familiar Words when assessing the readability of materials that contain a Catholic vocabulary." (VJ)