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  Readabiblity(可讀性)관련 해외 석박사학위논문초록(2003.12월 기준)

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독서치료에서 텍스트와 관련하여 연구되어야할 부분이 책의 가독성(readabiblity)에 관한 분야입니다. 다음 논문초록은 riss4u.net에서 "readabiblity"라는 키워드로 검색한 자료입니다. Title: ACHIEVEMENT IN AND ATTITUDE TOWARDS SENIOR HIGH SCHOOL UNITED STATES HISTORY WITH REDUCED READABILITY TEXTS. Pub No: 7428161 Author: CERVONE, EDMUND VINCENT Degree: EDD School: TEMPLE UNIVERSITY Date: 1974 Pages: 119 Source: DAI-A 35/06, p. 3508, Dec 1974 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: A CLOZE TEST ASSESSMENT OF NIGERIAN STUDENTS' READING ABILITY, TEXT READABILITY, AND AN ASSESSMENT OF INSTRUCTIONAL METHODOLOGY WITH IMPLICATIONS FOR INSTRUCTIONAL DECISION-MAKING. Pub No: 7810019 Author: ANDERSON, NORMAN DONALD Degree: PHD School: MICHIGAN STATE UNIVERSITY Date: 1977 Pages: 180 Source: DAI-A 39/01, p. 82, Jul 1978 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: A COMPARATIVE ANALYSIS OF THE READABILITY AND READING RATES OF CAPTIONED FILMS WITH COMPREHENSION LEVELS AND READING RATES OF DEAF STUDENTS. Pub No: 7402086 Author: SHROYER, EDGAR H. Degree: PHD School: UNIVERSITY OF PITTSBURGH Date: 1973 Pages: 130 Source: DAI-A 34/08, p. 4936, Feb 1974 Subject: EDUCATION, SPECIAL (0529) ------------------------------------------------------------ Title: A COMPARATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN THE READING ACHIEVEMENT OF PROSPECTIVE TEACHERS AND THE READABILITY LEVEL OF PROFESSIONAL LITERATURE Pub No: 8102785 Author: SQUIRES, MARGARET MAY Degree: PHD School: UNIVERSITY OF SOUTH CAROLINA Date: 1980 Pages: 145 Source: DAI-A 41/08, p. 3539, Feb 1981 Subject: EDUCATION, TEACHER TRAINING (0530) Abstract: This study investigated the relationship between the reading achievement of prospective teachers and the readability level of their professional literature. The prospective teachers were defined as juniors and seniors admitted to the Professional Program in the College of Education at the University of South Carolina--Columbia. Three types of education majors--early childhood, elementary and secondary--were of concern, so stratified random sampling was done. The professional literature was defined as training materials and job-related materials. These materials consisted of education textbooks, teacher editions and education journals. In order to assess the reading ability of the prospective teachers, the Nelson-Denny Reading Test, Revised Form A was administered. Three cloze tests using every fifth word deletion were also administered. The cloze tests were based on a passage from an education textbook, a teacher edition and an education journal. The Dale-Chall Readability Formula was calculated by using the Minnesota Interactive Readability Program. Education textbooks, teacher editions and education journals for each of the three types of education majors were analyzed. The results indicated that on the average these prospective teachers were occupationally literate. The teacher editions and education textbooks were within the independent or instructional reading levels of all three groups of prospective teachers. However, the education journals on the average were written at the frustrational reading level of all three groups of prospective teachers. Perhaps this difficult readability level accounts for the low readership of education journals. ------------------------------------------------------------ Title: A COMPARATIVE INVESTIGATION OF THE READABILITY LEVEL OF SELECTED SOCIAL STUDIES TEXTS AND SELECTED READING TEXTS FROM THE NEW MEXICO STATE ADOPTED TEXTBOOKS. Author: CARLETON, VIRGINIA DORIS BRUTON Degree: PHD School: THE UNIVERSITY OF NEW MEXICO Date: 1974 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: A COMPARATIVE STUDY OF READABILITY FORMULAS APPLIED TO COLLEGE TEXTBOOKS. Pub No: 7912530 Author: WOOD, WESTA WINN Degree: PHD School: KENT STATE UNIVERSITY Date: 1978 Pages: 192 Source: DAI-A 39/12, p. 7259, Jun 1979 Subject: EDUCATION, READING (0535) ------------------------------------------------------------ Title: A COMPARATIVE STUDY OF READABILITY OF VOCATIONAL MATERIAL AND THE READING ABILITY OF THE MEXICAN-AMERICAN STUDENTS AT THE SECONDARY LEVEL Pub No: 8027684 Author: SMITH, ROY LEE Degree: EDD School: EAST TEXAS STATE UNIVERSITY Date: 1980 Pages: 100 Source: DAI-A 41/06, p. 2577, Dec 1980 Subject: EDUCATION, VOCATIONAL (0747) Abstract: Purpose of the Study. The purposes of the study were as follows: (1) to determine the readability level of required reading materials used in a specific Texas vocational high school in vocational industrial pre- employment laboratory courses, (2) to compare the results with the reading ability of Mexican-American students enrolled in selected vocational industrial courses during the 1978-79 school year, (3) to identify instructional reading materials required for students in vocational industrial programs, and (4) to assess the attitudes regarding the relationship of reading to success in each craft area. Procedure. For purposes of this study, the Mexican- American vocational industrial education students were identified by surnames from current class rolls at the selected vocational high school. Of the 367 vocational education students with Mexican-American surnames, 171 students had been tested on a standardized achievement test which yielded a scaled reading score. These scores were converted from scaled scores to grade level equivalents. Each vocational industrial education instructor was interviewed to determine the nature and scope of required reading materials for the vocational industrial students for each area of instruction. Once the required reading materials for each area of instruction had been identified, the materials were eval‎uated for readability. The instrument used for assessing the readability level of the material was the Flesch Reading Ease Formula. The grade levels of the materials were then compared to the reading levels of the students. Findings. The data in this descriptive study yielded the following: (1) Instructors in the vocational high school agreed that reading was important in order to achieve success in each specific craft area. (2) Vocational instructors required students to do independent reading, both in and out of class. (3) Required reading materials included textbooks, instructional manuals, and a workbook. (4) The data collected revealed that 130, or 76.01 percent, of the tenth, eleventh, and twelfth grade Mexican-American vocational industrial students read below the tenth grade level. (5) Of the 171 Mexican- American vocational students, 14.62 percent had reading scores two grade levels below the readability level of the required reading materials; and 49.13 percent had reading scores three or more grade levels below the readability level of the required reading materials. (6) With the exception of drafting, the mean readability level of materials in each craft area was above the mean reading level of the vocational students. The difference ranged from a negative 9.7 grade levels in the area of electrical trades to a negative .5 grade level in the area of masonry. (7) The required reading materials had readability levels ranging from grade level seven through grade level sixteen. Conclusions. The following conclusions are based on the findings of this investigation: (1) Instructors of vocational industrial education are aware of the importance of students being able to read in order to succeed in their individual trade areas. (2) It appears that the instructors in vocational industrial education classes are not aware of the readability levels of their required reading materials or the reading abilities of their students. (3) Most of the required reading materials are written at higher grade levels than many Mexican-American vocational education students can comprehend at a meaningful level. (4) Many Mexican- American students are reading significantly below their school grade level. (5) An overwhelming number of the Mexican-American students enrolled in vocational industrial education pre-employment laboratory classes can be classified as disabled readers. ------------------------------------------------------------ Title: A COMPARATIVE STUDY OF READABILITY SCORES OF CHILDREN'S WRITTEN COMPOSITIONS Pub No: 6500974 Author: LOWEY, WARREN GEORGE Degree: PHD School: NEW YORK UNIVERSITY Date: 1964 Pages: 103 Source: DAI- 25/10, p. 5638, Jul 1967 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A COMPARATIVE STUDY OF RECENT TECHNIQUES FOR JUDGING READABILITY Author: LATIMER, EDWARD H. Degree: PHD School: UNIVERSITY OF PITTSBURGH Date: 1948 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A COMPARATIVE STUDY OF TEXTBOOK READABILITY AND STUDENT COMPREHENSION LEVELS IN TEACHER EDUCATION PROGRAMS IN ELEMENTARY EDUCATION Pub No: 8027658 Author: BRUNSON, MACRA ANN HOLCOMB Degree: EDD School: EAST TEXAS STATE UNIVERSITY Date: 1980 Pages: 144 Source: DAI-A 41/07, p. 2907, Jan 1981 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: Purpose of the Study. The major purpose of this study was to determine whether the reading comprehension level of the students enrolled in reading courses for teacher certification, as measured by the cloze procedure and Nelson-Denny Reading Test, Form C are above, at, or below the readability levels of the required textbooks, as measured by the Fry Readability Formula. Of primary concern was the relationship of these variables according to age and classification. Procedure. One hundred forty students enrolled in the required reading courses for elementary teacher certification at East Texas State University, Commerce, Texas, and Stephen F. Austin State University, Nacogdoches, Texas, during the Spring Semester of 1980 were included in the study. Only the students present on the day of testing were included in the investigation. The 1973 edition of the Nelson-Denny Reading Test, Form C: Comprehension Section, a cloze test developed from the textbook, Teaching Them to Read, Reading How and Why, and the Fry Readability Formula were the instruments used to collect the data. Findings. The major findings of this study were as follows: (1) A greater percentage of subjects from both universities participating in the investigation was found to be reading below the readability levels of the textbooks required in their reading courses. (2) When the subjects' reading abilities were determined by the Nelson-Denny Reading Test, Form C, a greater percentage of the subjects was found to be reading at or above the readability levels of their textbooks. (3) A majority of the subjects from both universities, as identified by age, was found to be reading below the readability levels of their required textbooks, as analyzed by the cloze procedure. (4) A greater percentage of the subjects from both universities, as identified by age, was found to be reading at or above the readability levels of their required textbooks, as measured by the Nelson-Denny Reading Test, Form C. (5) When analyzed according to classification, a greater percentage of the subjects from both universities was found to be reading at or above the readability levels of their required textbooks. Conclusions. The conclusions, which are based on the findings, are as follows: (1) Since a majority of the students tested at Stephen F. Austin State University, read below the levels of their required textbooks, the data suggested that the cloze is a more rigid measurement of reading comprehension. (2) Since the younger and older students achieved at a lower level than those in the mid- thirties on the cloze, it would seem that age does affect reading comprehension. (3) Since a majority of the subjects from both universities, as identified by classification, was found to be reading below the readability levels of their textbooks, as measured by the cloze, it was concluded that classification was not a determiner of reading comprehension. (4) Since more students achieved at higher levels on the Nelson-Denny Reading Test, Form C, than did on the cloze procedure, it appears that tests constructed using a multiple-choice format pose less difficulty for the student. (5) When analyzed according to age, a majority of the subjects from both universities read at or above the readability of their texts, as measured by the Nelson-Denny Reading Test, Form C, it appears that tests constructed with a multiple-choice format provide the necessary content clues for reading comprehension. ------------------------------------------------------------ Title: A COMPARATIVE STUDY OF THE READABILITY AND COMPREHENSIBILITY OF A SIMPLIFIED AND THE ORIGINAL VERSION OF AN AMERICAN SHORT STORY WITH STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE (SIMPLIFIED VERSION) Pub No: 9024095 Author: HARPER, CANDACE ANN Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1990 Pages: 198 Adviser: JENKS, FREDERICK L. Source: DAI-A 51/04, p. 1144, Oct 1990 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279); EDUCATION, READING (0535); EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: This study examined the effects of simplification of a short story on the readability and comprehensibility of the text for EFL readers at varying L2 proficiencies, and on these readers' response to the story. The research was conducted with the assumption that simplification procedures which reduce semantic, syntactic, and content features of texts do not adequately reflect current reading theory and may render texts more 'readable' but not necessarily more comprehensible or engaging. Familiarity with story discourse may provide readers schematic resources to overcome linguistic complexity. The subjects were 256 French and Yugoslav university students. TOEFL scores, ranging from 320 to 630, served as the covariate in the statistical analyses of the comprehension measures. Readability of the two text versions was addressed through application of readability formulas and analyses of propositional content, cohesion, and stylistic features. Comprehension was measured by means of cloze passages scored with exact and acceptable word criteria, a multiple-choice test, and written recall protocols eliciting variables of percentage of propositions recalled and total words written. Response was measured by readers' conclusions for the story, and their justifications of their conclusions. Descriptive statistics for the readability measures show the original version has higher difficulty ratings, greater propositional density and number of metadiscourse features, and greater cohesion, particularly lexical cohesion. Inferential statistics for the comprehension measures uniformly demonstrate that the original version was more difficult to understand. Summary statistics for the response variables indicate, however, that readers of the original version wrote longer story conclusions, included more reader-based inferences in their justifications, and showed more awareness of story genre and stylistic characteristics. Procedural and instrumental limitations are discussed, with instructional implications for the use of cohesive, coherent, simplified materials in L2 contexts where reading for information (as in ESP), or independent reading for pleasure (as with SSR), are the goals. The importance of the role of the teacher in preparing readers to interact with unsimplified texts is stressed. ------------------------------------------------------------ Title: A COMPARATIVE STUDY OF THE READABILITY OF SELECTED ACCOUNTING TEXTBOOKS. Pub No: 7521827 Author: SMITH, CLAIRE LINDSAY GARNIER Degree: PHD School: THE UNIVERSITY OF OKLAHOMA Date: 1975 Pages: 102 Source: DAI-A 36/04, p. 1990, Oct 1975 Subject: EDUCATION, BUSINESS (0688) ------------------------------------------------------------ Title: A COMPARATIVE STUDY OF THE READABILITY OF TEXTBOOKS USED IN SOUTH CAROLINA PUBLIC SCHOOLS WITH THE READING LEVELS OF STUDENTS (SCIENCE, MATCH, COMPATIBLE) Pub No: 8528172 Author: GAMBLE, DILL, JR. Degree: EDD School: UNIVERSITY OF SOUTH CAROLINA Date: 1985 Pages: 117 Source: DAI-A 46/10, p. 2872, Apr 1986 Subject: EDUCATION, ADMINISTRATION (0514) Abstract: The purpose of this study was to determine if there was a substantial number of eighth grade science students whose reading levels were different from the readability levels of the textbooks they were using. This was a descriptive study which utilized frequencies and percentages as statistical procedures. Twenty-seven schools or ten percent of all schools where eighth grade science was taught in South Carolina public schools during the 1984-1985 academic year were included in the study. The schools were randomly selected from the forty-six counties, divided into eight geographical areas. There were 3,779 students included in the study. Only those students who took the Comprehensive Test of Basic Skills Form 'U' as seventh graders in the spring of 1984 and were enrolled in eighth grade science classes in the fall of 1984 were included in the study. Students who were retained or transferred and students in special classes or special schools were excluded from the study. This study compared the reading levels of students with the readability levels of the eighth grade science textbooks they were using. The reading levels of students were determined by the CTBS/U test scores from the 1984 spring testing. The reading levels of students were grouped into three reading levels: below grade, on grade and above grade levels. The readability levels of eighth grade science textbooks were also grouped into three levels: below grade, on grade and above grade levels. The readability levels of adopted textbooks were established by textbook publishing companies using the Dale-Chall formula, The Fry formula, the Gunning and McLaughlin formulas. These readability levels were accepted by the South Carolina Textbooks Eval‎uating and Rating Committee. Data from the study indicated that sixty-seven percent of the students included in the study from the twenty-seven sampled schools were using textbooks with readability levels substantially different from the reading levels of the students. Thirty-three percent of the students in the study were using textbooks that matched their reading levels. This match occurred below grade level, on grade level and above grade level. ------------------------------------------------------------ Title: A COMPARISON BETWEEN THE READABILITY OF DIGEST AND ORIGINAL VERSIONS OF ARTICLES Pub No: 5800938 Author: KINNUNEN, SYLVIA HIVALA Degree: PHD School: THE UNIVERSITY OF MICHIGAN Date: 1957 Pages: 162 Source: DAI- 18/04, p. 1303, 1962 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A COMPARISON OF FRESHMEN READING ACHIEVEMENT LEVELS WITH THE READABILITY OF ASSIGNED BOOKS IN CONTENT-AREA COURSES IN A COMMUNITY COLLEGE Pub No: 8015414 Author: JOHNSON, RUBY TERRY Degree: EDD School: AUBURN UNIVERSITY Date: 1980 Pages: 131 Source: DAI-A 41/01, p. 181, Jul 1980 Subject: EDUCATION, READING (0535) Abstract: The study was conducted to describe the differences between the estimated readability of textbooks used in the General Education Program at Wallace State Community College in Hanceville, Alabama, and the reading ability levels of the students enrolled in those courses. One hundred seventy students' reading levels were measured by the Nelson-Denny Reading Test, Form C. The students' reading ability levels were compared to the readability levels of ten textbooks as measured by the Fry Readability Formula. The major findings of the study were: (1) The reading achievement grade equivalent levels of the students tested ranged from grade 6 to grade 15. (2) Forty percent of the students tested rated below and thirty-four percent rated above the grade equivalent level 13. (3) The mean grade equivalent score of the students tested was 12.8; the mode, 13.0; and the median 13.4. (4) The ten textbooks examined ranged in grade equivalent reading difficulty from grade 7 to grade 17 as measured by the Fry Readability Formula. (5) Thirty percent of the students tested read at or above the arithmetic mean of the books examined, and 70 percent read below that level. Recommendations were made to test all students upon admission for reading ability level, to select textbooks with appropriate reading difficulty levels supplemented with multiple reading materials of varying readability levels, and to adjust curriculums to the reading levels of the students. A recommendation was made for instructors in the content area to have the ability to help students develop the reading skill components that will contribute to their success in the content-area classroom. Content-area instructors can acquire such ability through pre-service and/or in-service preparation. ------------------------------------------------------------ Title: A comparison of literacy and readability in the Extended Institutes of Religion program of the Church of Jesus Christ of Latter-day Saints Pub No: 3010710 Author: Chapman, Thomas Godwin; Degree: EdD School: UNIVERSITY OF WYOMING Date: 2001 Pages: 128 Adviser: Amstutz, Donna ISBN: 0-493-20097-5 Source: DAI-A 62/03, p. 963, Sep 2001 Subject: EDUCATION, RELIGIOUS (0527); EDUCATION, READING (0535) Abstract: The purpose of this study was to compare the levels of literacy of the young adult participants of the Extended Institutes of Religion of the Church of Jesus Christ of Latter-day Saints (or LDS Church) in the Utah Valley area with readability scores of the standard works of the LDS Church ( the King James Version of the Bible, the Book of Mormon, the Doctrine and Covenants, and the Pearl of Great Price). The population was comprised of 18–30 year-old participants who attended extended institute classes offered in Utah Valley. Nineteen classes were randomly selected from the population to participate in the study (using a cluster sampling method), which yielded a sample of 363 participants. A survey instrument was administered at one point in time. The instrument was composed of a demographics section and two forms (a locator test and a survey test) of a standardized, nationally norm- referenced literacy test (Tests of Adult Basic Education) to determine the literacy levels of the sample. Classic readability tests (the Dale-Chall Readability Formula, the Flesch Readability Formula, the Fry Readability Graph, and the Flesch-Kincaid Readability Formula) were also conducted on the standard works to determine the readability levels of these scriptural texts. It was established that the average readability scores of the standard works fell between 6.95 and 7.54 grade level (depending upon to which of the four readability tests was referred). It was further determined that 6% of the sample read below the eighth grade literacy level and subsequently might experience difficulty reading the average text of the standard works. ------------------------------------------------------------ Title: A COMPARISON OF READABILITY INDEXES OF UPPER ELEMENTARY SOCIAL STUDIES TEXTBOOKS. Pub No: 7718117 Author: SIMON, GEORGIANNA Degree: PHD School: THE UNIVERSITY OF MICHIGAN Date: 1977 Pages: 159 Source: DAI-A 38/03, p. 1215, Sep 1977 Subject: EDUCATION, ELEMENTARY (0524) ------------------------------------------------------------ Title: A COMPARISON OF SEVEN COMPUTERIZED READABILITY FORMULAS AS APPLIED TO ELEMENTARY SOCIAL STUDIES TEXTBOOKS Pub No: 8704281 Author: CHEN, WEN-SHYONG Degree: EDD School: COLUMBIA UNIVERSITY TEACHERS COLLEGE Date: 1986 Pages: 182 Source: DAI-A 47/11, p. 4037, May 1987 Subject: EDUCATION, READING (0535) Abstract: The purpose of this study is (1) to design a computerized readability scoring system on most widely used microcomputers; (2) to compare the results of the readability formulas over the same textbooks in order to offer guidance for use of the formulas; (3) to investigate the intrabook variation within elementary social studies textbooks; and (4) to determine whether significant differences in readability exist between different sample sizes. Eleven frequently recommended elementary social studies textbooks were included in this study. An Nth name sampling technique was employed to randomly select thirty 100-word passages from each textbook. Seven readability formulas were applied to the passages. A computerized readability scoring system (FORMULA) containing seven readability formulas was written in Informix database management system and compiled on an IBM personal computer. The results showed (1) there was no universal agreement among the formulas as to the rank orderings of textbook difficulty; (2) there were wide discrepancies among formulas that resulted in the same textbook being rated several grade levels apart; (3) the Dale-Chall, the Flesch, and the Fry Graph ranked textbooks consistently; (4) there was no difference in the readability level among the eleven textbooks as measured by the Dale-Chall and the Fry Graph; (5) the Powers-Sumner-Kearl and the Spache scores consistently agreed with the publishers' grade designation; (6) the FOG and the SMOG scores seemed to consistently agree and both formulas rated higher readability levels than the other five measures; (7) the sample size had a strong variable effect on readability estimates. Conclusions drawn from the findings are: (1) a computerized readability scoring system can be accomplished with a high reliability; (2) an automated readability system offers a time-efficient means of generating readability scores; (3) notable readability differences will occur in grade designation by formulas differing in comprehension criteria and in different language variables; (4) intrabook variation is largely affected by the sample size of the material analyzed; (5) the Fry sampling procedure must be used with caution until further research regarding its reliability has been established. Implications for practice and recommendations for further study are discussed. ------------------------------------------------------------ Title: A COMPARISON OF SEVERAL METHODS OF ESTIMATING READABILITY OF ELEMENTARY SCHOOL READING MATERIAL Pub No: 6003520 Author: INSKEEP, JAMES EDWARD, JR Degree: PHD School: UNIVERSITY OF MINNESOTA Date: 1960 Pages: 155 Source: DAI- 21/04, p. 822, 1962 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: A COMPARISON OF STUDENTS' READING ABILITIES, THE READABILITY OF TEXTBOOKS, AND STUDENTS' ATTITUDES TOWARD TEXTBOOKS IN SEVEN AREAS OF VOCATIONAL EDUCATION IN A WESTERN PENNSYLVANIA AREA VOCATIONAL-TECHNICAL SCHOOL Pub No: 7313228 Author: FIELDS, OWEN FRANKLIN Degree: EDD School: UNIVERSITY OF PITTSBURGH Date: 1972 Pages: 158 Source: DAI-A 33/12, p. 6801, Jun 1973 Subject: EDUCATION, VOCATIONAL (0747) ------------------------------------------------------------ Title: A COMPARISON OF THE EFFECT OF READABILITY ON LEARNING THE CONTENT OF A STATE DRIVER'S HANDBOOK. Pub No: 7628617 Author: HARVEY, RHONDA LYNN Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1976 Pages: 95 Source: DAI-A 37/06, p. 3562, Dec 1976 Subject: EDUCATION, TEACHER TRAINING (0530) ------------------------------------------------------------ Title: A COMPARISON OF THE EFFECTS OF AN ADVANCE ORGANIZER AND SIMPLIFIED READABILITY OF SCIENCE MATERIAL ON SCIENCE ACHIEVEMENT IN THE BIOLOGY LABORATORY Pub No: 8627479 Author: LEWIS, ELLIOTT HARRIS Degree: EDD School: TEMPLE UNIVERSITY Date: 1986 Pages: 229 Source: DAI-A 47/09, p. 3388, Mar 1987 Subject: EDUCATION, SECONDARY (0533); EDUCATION, SCIENCES (0714) Abstract: Purpose. The purpose of the study was to compare the effectiveness of an Ausubelian Advance Organizer and simplified readability of science content when used together or separately in the biology laboratory. Criterion measure was a content examination. Methodology. The population for this study included 239 ninth grade students in eight academic biology classes, which were randomly assigned to treatments. The equivalence of all classes was determined by the application of a pretest and reading scores from the California Achievement Test. No significant differences were found among classes on either the pretest or reading scores from the California Achievement Test. To test the effects of an advance organizer, introductory material was developed in accordance with Ausubel's Advance Organizer Theory. To test the effects of readability levels on student understanding and comprehension, two types of written laboratory procedures were developed for investigations covering ten weeks. One type was written at a reading level close to the students own grade level, while the other type was rewritten at a lower grade level without changing content. Readability levels were determined with the aid of two standardized readability formulas. The advance organizer groups received a written organizer at the beginning of class prior to receiving written laboratory procedures. Students then received either of the two types of written laboratory procedures. The control group received no organizer or simplified written laboratory procedures. Upon completion of all study material, a posttest was administered to test groups from material taught during the study. In addition to the posttest, a post-study questionnaire was distributed to all students, to determine students' own expectations for their performance when there was a change in reading levels of material to be comprehended. Results. Overall, the results indicate that either the advance organizer or simplified reading material is significantly better than no treatment, but the two together are significantly better than either alone. Conclusions. The results of the study supported Ausubel's Advance Organizer Theory and use of the simplified readability method, as a facilitator to learning. When both treatments were given together, a greater facilitation of learning occurred, as compared to either alone. The results of the post-study questionnaire did not clearly indicate any significant differences among treatment groups. ------------------------------------------------------------ Title: A COMPARISON OF THE EFFECTS OF READABILITY AND TIME ON LEARNING THE CONTENT OF A STATE DRIVER'S HANDBOOK. Pub No: 7708580 Author: EWING, MURL JEAN Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1976 Pages: 104 Source: DAI-A 37/10, p. 6154, Apr 1977 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A COMPARISON OF THE FIVE MOST BASAL PRIMARY READING ADOPTIONS WITH THE EDUCATIONAL THOUGHT OF EACH ADOPTION PERIOD IN THE AREAS OF CONTENT, VOCABULARY, WORD ANALYSIS, READINESS, AND READABILITY Author: MCANARNEY, HARRY EDWARD Degree: PHD School: UNIVERSITY OF KANSAS Date: 1958 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: A COMPARISON OF THE READABILITY LEVELS OF BROADCASTS BY CERTAIN NATIONAL AND LOCAL NEWSCASTERS Author: ABER, LEE A. Degree: PHD School: UNIVERSITY OF PITTSBURGH Date: 1953 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A COMPARISON OF THE READABILITY LEVELS OF SECONDARY SOCIAL STUDIES TEXTS IN ALABAMA OVER TWO ADOPTION PERIODS Pub No: 8114917 Author: BARFIELD, DAVID SCOVILLE Degree: EDD School: AUBURN UNIVERSITY Date: 1981 Pages: 98 Source: DAI-A 42/01, p. 166, Jul 1981 Subject: EDUCATION, SOCIAL SCIENCES (0534) Abstract: The purpose of this study was to determine if there is a significant difference in the readability levels of social studies textbooks, grades seven through twelve, adopted by the state of Alabama over two adoption periods, beginning in 1963 and 1975. Subproblems generated were: (1) to determine if there is a significant difference in the readability levels between grade levels in social studies textbooks, grades seven through twelve, adopted by the state of Alabama over two adoption periods, beginning in 1963 and 1975, and (2) to determine if there is a significant interaction between the main effects of adoption period and grade level. A total of seventy-four randomly selected textbooks, thirty-four from the 1963 list and forty from the 1975 list, were used in the study. The readability levels were determined by the application of the Fry Readability Graph and the Flesch Reading Ease Formula. A 2 x 6 Factorial Analysis of Variance was used to analyze the data and test the hypothesis. The .05 level of significance was established as the acceptable level of probability for the statistical analysis of the data. The results of this study indicated that there were no significant differences for the main effect of year of adoption or for the interaction of the main effects of adoption year and grade level. However, there was a significant difference for the effect of grade level. The conclusions drawn from this study were: (1) Apparently the readability level of most social studies books have not been reduced over the two adoption periods. (2) The range within textbooks is too great. It is not uncommon to find a within-text range difference of three to four years. (3) The absence of a progressive rise in readability levels through grade levels presents increasing difficulties for marginal and below grade level readers. (4) The range of readability levels of texts intended for the same grade level is far too wide to insure uniformity of selection. (5) The acceleration of knowledge over the past twelve years has produced concepts and ideas whose language is more difficult. Therefore the problem of concept overload has increased. (6) Efforts at the twelfth grade level to offer more life skills courses may have contributed to the reduced readability levels of those texts over the past twelve years. ------------------------------------------------------------ Title: A COMPARISON OF THE READABILITY OF COMMUNITY COLLEGE SOCIAL SCIENCE TEXTBOOKS WITH STUDENT READING LEVELS AND THE EFFECT ON ACADEMIC ACHIEVEMENT. Pub No: 7731774 Author: BERTALAN, JOHN J. Degree: EDD School: FLORIDA ATLANTIC UNIVERSITY Date: 1977 Pages: 147 Source: DAI-A 38/08, p. 4596, Feb 1978 Subject: EDUCATION, HIGHER (0745) ------------------------------------------------------------ Title: A COMPARISON OF THE READABILITY OF MARINE CORP TRAINING MATERIALS AND THE READING GRADE LEVEL OF MARINES AT CAMP PENDLETON. Pub No: 1316042 Author: HINDS, SANDRA JUDITH Degree: MS School: CALIFORNIA STATE UNIVERSITY, FULLERTON Date: 1981 Pages: 81 Source: MAI 19/03, p. 224, Fall 1981 Subject: EDUCATION, READING (0535) ------------------------------------------------------------ Title: A COMPARISON OF THE READABILITY OF SELECTED HIGH SCHOOL SOCIAL STUDIES, SCIENCE, AND LITERATURE TEXTBOOKS Pub No: 8802570 Author: SELLARS, GERALD BURNON Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1987 Pages: 158 Source: DAI-A 48/12, p. 3085, Jun 1988 Subject: EDUCATION, READING (0535) Abstract: The major purpose of this study was to determine if the textbooks used in tenth, eleventh, and twelfth grade social studies, science, and literature classes are appropriate for the students who are using them. A secondary purpose was to compare the difficulty of the texts at each grade level and in each content area. An exact word scored cloze test was administered to determine difficulty. Minor exceptions were made in scoring. An F-test with an alpha level of.01 was used to determine if a significant difference existed in each content area. The same method was used to determine significance of difference at each grade level. If a significant difference was found, the Tukey-Kramer Modification of The Tukey Honest Significance Difference Test was used to find the source or sources of difference. The results indicated that 92 per cent of the subjects (N = 772) tested at the frustration reading level. This result means that only eight per cent of the subjects are able to profit from attempting to read these textbooks. The results also indicated that the social studies textbooks were less difficult than science or literature books for both tenth and twelfth graders. For eleventh graders, social studies and science textbooks were more difficult than literature books. Eleventh grade social studies was more difficult than both tenth and twelfth grade social studies, but eleventh grade literature was less difficult than tenth or twelfth grade literature. Because of the high percentage of subjects who scored in the frustration reading level range, the following recommendations were made: (1) The school system should implement programs to improve the reading level of its students. (2) Teachers should teach reading in the content area. (3) Teachers should develop alternatives to textbook assignments for this population. ------------------------------------------------------------ Title: A COMPARISON OF THE READABILITY OF SIX VERSIONS OF THE BIBLE AS MEASURED BY THE CLOZE PROCEDURE. Pub No: 7810543 Author: LAWIN, PRISCILLA ANN Degree: EDD School: UNIVERSITY OF NORTHERN COLORADO Date: 1978 Pages: 223 Source: DAI-A 39/01, p. 170, Jul 1978 Subject: EDUCATION, READING (0535) ------------------------------------------------------------ Title: A COMPARISON OF THE READING ABILITY LEVELS OF STUDENTS ENROLLED IN SELECTED FIRST-YEAR JUNIOR COLLEGE VOCATIONAL COURSES TO THE READABILITY LEVEL OF ASSIGNED TEXTBOOKS Pub No: 8703438 Author: ALLEN, H. M. (MIKE) Degree: EDD School: EAST TEXAS STATE UNIVERSITY Date: 1986 Pages: 116 Source: DAI-A 47/10, p. 3718, Apr 1987 Subject: EDUCATION, READING (0535) Abstract: Purpose of the Study. The purpose of this study was to determine the average readability level of textbooks used in beginning courses of basic drafting and automotive service technology at Tarrant Country Junior College, Fort Worth, Texas, and to compare this readability level to the mean reading level of those students enrolled. Procedure. All students enrolled in Basic Drafting, Related Automotive Electricity, and Basic Automotive Maintenance who had completed the Nelson-Denny Reading Test, Form C, were included in this study conducted during the fall 1985 regular semester at the Northwest and South campuses of Tarrant County Junior College. The Schulyer (1982) Readability Program was used to determine the average readability level of the five textbooks assigned in the classes involved in the study. Findings. The data presented in this comparative study revealed the following: (1) Students enrolled in basic drafting and beginning automotive technology courses are generally reading near the readability level of their assigned textbooks. (2) Significant grade-level differences existed between the individual reading scores of students tested and the expected reading level of college freshmen. (3) Seventy to 80 percent of the students read below college level, and 29 percent of one class read at the sixth-grade level. (4) Generally, textbooks were written and students were reading at or near the tenth-grade level. (5) More than one grade level difference exists between formulas designed to measure the readability of technical or adult materials and those formulas that are more popular or are designed for machine scoring. Conclusions. The following conclusions were drawn: (1) Awareness of abilities and possible reading difficulties should be a primary consideration when selecting textbooks. (2) Information is available for making determinations about reading abilities or levels, but even computer programs do not always simplify the process or avoid tedious effort needed to determine readability levels. (3) Reading levels of students and readability levels of textbooks for adult vocational, technical, or occupational areas encounter rather unique problems that cannot be solved through simple grade placement. (4) Computer-generated information concerning readability formulas must be selected and utilized with care and discrimination. ------------------------------------------------------------ Title: A COMPARISON OF THE TROPE DENSITY AND READABILITY OF NEWBERY BRONZE MEDAL AWARD BOOKS AND SELECTED TEACHER'S CHOICES, 1983--1985 Pub No: 8721832 Author: BEALING, SARA CANNON Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1987 Pages: 235 Source: DAI-A 48/07, p. 1717, Jan 1988 Subject: EDUCATION, READING (0535) Abstract: The trope density of the Newbery Bronze Medal winners and the selected Advanced Teacher's Choices books (1983-1985) was studied to determine the most common type of trope found in each of the eight prize-winning children's literature books. The readability level of each Newbery Bronze Medal winner and each selected Advanced Teacher's Choice was studied. The investigator utilized eight advanced children's literature books in seeking answers to the following questions. Is there is significant difference between the trope density of the Newbery Bronze Medal Award books and the Advanced Teacher's Choices Books? Is there a significant difference in the readability levels of the two categories of books? Is there a significant relationship between readability levels and trope densities? Is there a significant difference in the trope types found in the Newbery Bronze Medal Award Books and the Teacher's Choices Books? These are the questions this investigator sought to answer in this study. The four hypotheses were tested by using the following: (1) The Mann-Whitney U Test for small samples was employed for hypotheses 1 and 2; (2) The Spearman Rank Order Correlation was employed for hypothesis 3; (3) Chi- square and Binomial statistics were employed to test hypothesis 4. No significant differences were found in the mean trope densities of the three Newbery Bronze and the five selected Advanced Teacher's Choices books. No significant differences were found in the readability levels of the three Newbery Bronze Medal Award Books and the five selected Advanced Teacher's Choices. However, a significant relationship between Award type and trope frequency was found. It was also found that the most frequently used trope was sense and the least used tropes were synecdoche, litote, and metonomy. Further studies of metaphorical language should be conducted utilizing advanced fictional and nonfictional children literature books, pop literature, and newspapers. The readability levels of prize winning literature books, pop literature, and newspapers should be examined. ------------------------------------------------------------ Title: A COMPARISON OF TWO METHODS OF ASSESSING TEXTBOOK READABILITY OF SELECTED COLLEGE LEVEL ELECTRONICS TEXTBOOKS Pub No: 7103329 Author: FROELICH, DONALD MAX Degree: EDD School: UNIVERSITY OF MISSOURI - COLUMBIA Date: 1970 Pages: 165 Source: DAI-A 31/08, p. 3917, Feb 1971 Subject: EDUCATION, INDUSTRIAL (0521) ------------------------------------------------------------ Title: A DESCRIPTIVE ANALYSIS OF THE RELATIONSHIP BETWEEN SELECTED 'PRE-LINGUISTIC,' LINGUISTIC AND PSYCHOLINGUISTIC MEASURES OF READABILITY. Pub No: 7723992 Author: LINDBERG, MARGARET ANN Degree: PHD School: WAYNE STATE UNIVERSITY Date: 1977 Pages: 319 Source: DAI-A 38/05, p. 2524, Nov 1977 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: A DESCRIPTIVE STUDY OF THE READABILITY GRADE LEVEL OF THE MOST FREQUENTLY STATE ADOPTED INTERMEDIATE LEVEL SOCIAL STUDIES TEXTBOOKS Pub No: 7314491 Author: FORD, JERRY LAVELLE Degree: EDD School: MCNEESE STATE UNIVERSITY Date: 1972 Pages: 195 Source: DAI-A 33/12, p. 6589, Jun 1973 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A DETERMINATION OF WHETHER THE DALE-CHALL READABILITY FORMULA MAY BE REVISED TO EVAL‎UATE MORE VALIDLY THE READABILITY OF HIGH SCHOOL SCIENCE MATERIALS Pub No: 6811892 Author: HOLMQUIST, JOHN BRUCE Degree: EDD School: UNIVERSITY OF NORTHERN COLORADO Date: 1968 Pages: 142 Source: DAI-A 29/02, p. 407, Aug 1968 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AGREEMENT OF JUDGMENTS OF ELEMENTARY TEACHERS AND MEASURED READABILITY LEVEL OF SELECTED FREE AND INEXPENSIVE SOCIAL STUDIES MATERIALS Pub No: 6701217 Author: DUVALL, CHARLES ROBERT Degree: PHD School: OHIO UNIVERSITY Date: 1966 Pages: 226 Source: DAI-A 27/08, p. 2275, Feb 1967 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A LINGUISTIC ANALYSIS OF CERTAIN STYLISTIC ELEMENTS OF SELECTED WORKS OF LITERATURE FOR CHILDREN AND THEIR RELATIONSHIP TO READABILITY Pub No: 7003433 Author: MOIR, LEO HUGHES Degree: EDD School: WAYNE STATE UNIVERSITY Date: 1969 Pages: 175 Source: DAI-A 30/09, p. 3859, Mar 1970 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: A MEASUREMENT OF READABILITY OF THE TEXTS USED ON THE FRESHMAN AND SOPHOMORE LEVEL AT THE UNIVERSITY OF WYOMING, 1952-1953 Author: SOLBERG, KRISTEN B. Degree: PHD School: UNIVERSITY OF WYOMING Date: 1954 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN ALGORITHM FOR COMPUTERIZED READABILITY. Pub No: 7410711 Author: BAKER, HOMER O'NEAL Degree: EDD School: ARIZONA STATE UNIVERSITY Date: 1974 Pages: 71 Source: DAI-A 34/11, p. 6857, May 1974 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: ANALYSIS OF STUDENT READING ABILITIES IN FIVE VOCATIONAL TRADE AREAS WITH TEXTBOOK READABILITY AND CLASSROOM PERFORMANCE Pub No: 8100844 Author: LUPTON, VICKI BULLOCK Degree: DED School: NORTH CAROLINA STATE UNIVERSITY Date: 1980 Pages: 54 Source: DAI-A 41/07, p. 3073, Jan 1981 Subject: EDUCATION, VOCATIONAL (0747) Abstract: The present investigation was designed to determine whether vocational textbooks were appropriate for the reading abilities of the students using them. This information in turn provided a basis for comparing student reading abilities with classroom performance. Student reading ability was analyzed in the five vocational trade areas of auto mechanics, carpentry, electronics, graphics, and masonry. A one-way analysis of variance was used to test the significance of the differences among the mean corrected grade levels of the five textbooks chosen to be analyzed for reading difficulty. A significant difference was found among textbooks for readability according to the Fry Readability Graph, with the highest mean readability level of 10.7 for electronics, and the lowest of 7.7 for auto mechanics. Therefore, it cannot be assumed on the basis of the present sample that textbooks in different areas of vocational education are written on the same level of reading difficulty. Four separate analyses of variance were used to test the significance of differences among the adjusted mean scores for grade equivalents, stanines, percentile ranks, and raw scores on the California Achievement Test. Significant differences were found in performance on total reading for students in the vocational areas investigated in the present study. The data suggest that students in electronics were reading significantly better according to the California Achievement Test with a mean grade equivalent of 10.9 when compared with student reading achievement of 8.3 in masonry, 8.6 in graphics, 9.0 in carpentry, and 9.0 in auto mechanics. According to performance on the California Achievement Test, the students in the present sample enrolled in electronics were performing at an average level when compared with the national norm group. However, in contrast, sampled students in the areas of auto mechanics, carpentry, graphics, and masonry were reading at an average of two or more grade levels below grade placement. Raw scores from the Cloze procedure were used in five separate analyses of variance to determine the ability of students to read and comprehend instructional materials in the five areas of vocational education. Results on the Cloze procedure showed non-significant differences were found among carpentry and graphics, carpentry and electronics, and electronics and graphics. All other comparisons showed that a statistically significant relationship existed among the Cloze performance level of students. On the average, students in the area of auto mechanics were comprehending their textbooks on an instructional reading level. Students in other areas were comprehending on a frustration reading level. Even in the area of electronics where students performed on an average range on the California Achievement Test, the text appeared, on the basis of Cloze performance, too difficult. The Pearson product-moment correlational technique was used to test the relationship between student reading performance and student classroom performance. An overall significant difference existed between student reading performance as measured by the Cloze procedure and the California Achievement Test when compared with student classroom performance as measured by teacher assignment of semester grades. However, data showing the assignment of letter grades from the present study indicated that in teachers' judgments, students were performing within an average or above average range in all five vocational areas. Classroom performance, then, was judged as satisfactory or better for most vocational education students. This suggests that students' reading ability was not necessarily a critical factor influencing student eval‎uation in the classroom. One possible explanation is that variation among teachers in the assignment of grades can occur even with a uniform grading system, since both subjective and objective teacher judgments were indicated. In addition, the five vocational areas included course content which emphasized the development of manipulative skills, as well as the mastery of course related concepts. Adequate classroom performance then could have been dependent upon the mastery of technical skills rather than textbook knowledge. ------------------------------------------------------------ Title: ANALYSIS OF THE READABILITY OF FIFTH-GRADE SOCIAL STUDIES TEXTBOOKS USING THE CLOZE PROCEDURE. Pub No: 7514432 Author: FLEMING, JOSEPH BRUCE Degree: EDD School: UTAH STATE UNIVERSITY Date: 1974 Pages: 105 Source: DAI-A 36/01, p. 104, Jul 1975 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: AN ANALYSIS AND COMPARISON OF READING AND WRITING LEVELS OF THIRD, FIFTH, AND SEVENTH GRADE STUDENTS AS MEASURED BY READABILITY FORMULAE Pub No: 8408160 Author: BARNES, JAMES ALBERT, JR. Degree: PHD School: UNIVERSITY OF OREGON Date: 1983 Pages: 290 Source: DAI-A 45/01, p. 78, Jul 1984 Subject: EDUCATION, ELEMENTARY (0524) Abstract: The purpose of this study was to measure children's written language by using readability formulae and by comparing levels of writing achievement with levels of reading achievement in grades three, five, and seven. Five readability formulae (Dale-Chall, Fry Graph, Harris- Jacobson, Lorge, and Spache) were applied to the writing samples of 292 third, fifth, and seventh grade students. Reading tests included: The Comprehensive Test of Basic Skills, to obtain a total reading achievement score, and 12 cloze reading passages to assess each student's independent, instructional, and frustrational reading levels. Three different writing samples, in three modes (expository, argumentative, and descriptive), were obtained from each student and combined into one overall writing sample. Readability formulae were applied to the cloze passages to determine the grade-level for each passage. Experimenter-adapted readability formulae were applied to students' writing samples. The study found: (a) a strong relationship between published readability measures, weak to moderate relationships between experimenter-adapted writeability measures, and insignificant to moderate relationships between writeability measures and cloze tests; (b) the relationship between cloze tests and norm-referenced tests was moderate and between writeability measures and reading achievement tests was weak to moderate; and (c) reading performance exceeded writing performance at third, fifth, and seventh grade levels, although third grade students were found to write at a grade-level comparable to their independent reading level. The experimenter concluded that: (a) experimentally- adapted readability formulae can be used to obtain writeability levels; (b) a significant relationship exists between writeability measures and reading measures; (c) third, fifth, and seventh graders write about 1, 3, and 4 grade levels, respectively, below their reading levels; and (d) the average third grader appears to write at his or her independent reading level. One implication is a caution against substituting peer- authored stories for trade books or basal readers, although they may be helpful to below-grade-level readers for developing writing skills and for reinforcing reading skills. Replication of this study is recommended: (a) using a pretest-posttest design and (b) at grade levels different from those used for this study. ------------------------------------------------------------ Title: AN ANALYSIS OF CERTAIN STYLISTIC FEATURES OF SELECTED LITERARY WORKS AND THEIR RELATIONSHIP TO READABILITY Pub No: 8004073 Author: NITSAISOOK, MALEE Degree: PHD School: SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE Date: 1979 Pages: 232 Source: DAI-A 40/08, p. 4453, Feb 1980 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279) ------------------------------------------------------------ Title: AN ANALYSIS OF PRE-PRACTICE AND PRACTICE READING DEMANDS ON ASSOCIATE DEGREE REGISTERED NURSES (NURSING STUDENTS, TEXT READABILITY, ASSOCIATE DEGREE NURSES) Pub No: 9235410 Author: HALASKA, MARILYN WALENTA Degree: EDD School: UNIVERSITY OF GEORGIA Date: 1992 Pages: 199 Adviser: PHILLIPS, J. ARCH JR. Source: DAI-A 53/07, p. 2224, Jan 1993 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727); HEALTH SCIENCES, NURSING (0569); EDUCATION, READING (0535) Abstract: This study responded to the lack of information about reading demands on pre-practice and practice associate degree nurses. Increasing numbers of nursing students have low verbal skills, pre-practice attrition rates are high and the range of pre-practice and practice reading demands was unknown. Reading demand was defined as text- based predictors of the range and concentration of reading difficulty of written materials. The sample consisted of 500 documents and document segments used by associate degree nursing students (pre- practice) and hospital staff nurses (practice). The setting was a rural Southern community college and an acute care community hospital. Pre-practice published and teacher-made documents and practice materials used directly and indirectly by nurses in practice were analyzed. Content was limited to the health care categories of respiratory and cardiovascular disease, cancer and diabetes. The method used was descriptive analysis of reading demands of documents used by associate degree nurses. Reading demand was measured by Flesch, Flesch-Kincaid and Fog readability formulas using the computer program Rightwriter to analyze word-processed whole text or text excerpts. Published text excerpts were content-specific purposeful selections. The most significant result was the wide range of reading demands in pre-practice and practice. As expected, practice reading demand was less than pre-practice. Published documents demonstrated higher, more consistent reading demands than teacher-made. Practice direct documents, specifically patient records, had low yet consistent reading demands, reflecting the repetitive and standardized nature of many documentation systems. Within the health care categories, pre-practice cancer had the highest mean and widest range of reading demands, reflecting the concentration of pathophysiological and pharmacological terms and teacher attempts to improve student comprehension. Teacher-made documents ranged widely, reflecting document purpose. Explanatory documents had low reading demands. Summary references had high demands. The practice diabetes category had the lowest reading demand, reflecting that disease's narrow and specific nature and high level of patient self-care. Conclusions of the study included suggestions for decreasing reading demands of practice and pre-practice and use of reading demand in development of pre-practice admission criteria, curriculum design and alternative learning strategies. ------------------------------------------------------------ Title: AN ANALYSIS OF READABILITY OF THIRD AND FOURTH GRADE MODERN MATHEMATICS TEXTBOOKS USING THE CLOZE PROCEDURE Pub No: 6704509 Author: COVINGTON, RICHARD JOHN LEE Degree: EDD School: UNIVERSITY OF CALIFORNIA, LOS ANGELES Date: 1966 Pages: 108 Source: DAI-A 27/10, p. 3219, Apr 1967 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN ANALYSIS OF READING LEVELS OF STUDENTS AND READABILITY LEVELS OF TEXTBOOKS AT SELECTED JUNIOR COLLEGES IN THE STATE OF ALABAMA Pub No: 8825781 Author: REED, KEFLYN XAVIER Degree: EDD School: AUBURN UNIVERSITY Date: 1988 Pages: 79 Adviser: BROGDON, RICHARD E. Source: DAI-A 49/09, p. 2602, Mar 1989 Subject: EDUCATION, READING (0535) Abstract: Three hundred seventy-seven students were randomly selected from five junior colleges in the state of Alabama and administered the Nelson-Denny Reading Test to determine their reading levels. The Fry Readability Formula and Graph were used to determine the difficulty levels of 30 textbooks used in eight content area courses at Bishop State Junior College, Brewer State Junior College, Enterprise State Junior College, Jefferson State Junior College, and Northeast Alabama State Junior College. The average reading level of students in the sample was 12.12; the reading levels ranged from 3.0-16.9; and 54.6% of the students in the sample read below the college grade level (13.0). The average readability level of the textbooks was 13.93; the readability levels ranged from 9-17; and 70% of the textbooks were at the college level. Additionally, 67% of the students in the sample had reading levels below the average readability level for the textbooks. Recommendations were made to use readability formulas as a criterion in the textbook selection process, to determine students' reading levels upon entry to the state's junior colleges, and to emphasize the use of textbook reading strategies when teaching content area material. ------------------------------------------------------------ Title: AN ANALYSIS OF SOME STRUCTURAL VARIABLES OF THE KOREAN LANGUAGE AND THE DEVELOPMENT OF A READABILITY FORMULA FOR KOREAN TEXTBOOKS. Pub No: 7418082 Author: PARK, YOUNGSUN Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1974 Pages: 110 Source: DAI-A 35/02, p. 946, Aug 1974 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: AN ANALYSIS OF THE APPROPRIATENESS OF THE READABILITY AND DIFFICULTY OF INSTRUCTIONAL MATERIALS IN A JUNIOR HIGH SCHOOL Pub No: 6201869 Author: RAMSEY, ROBERT DIEHL Degree: EDD School: UNIVERSITY OF KANSAS Date: 1961 Pages: 222 Source: DAI- 22/11, p. 3896, Jun 1968 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN ANALYSIS OF THE READABILITY, FORMAT, DIRECTIONS AND OBJECTIVES OF SELECTED BASAL READER WORKBOOKS Pub No: 8921641 Author: SHULTZ, EILEEN LOUISE Degree: EDD School: LEHIGH UNIVERSITY Date: 1989 Pages: 166 Source: DAI-A 50/06, p. 1615, Dec 1989 Subject: EDUCATION, READING (0535) Abstract: The purpose of this study was to investigate the readability, format, directions, and objectives of 336 workbook pages randomly selected from preprimer through eighth levels of the Houghton Mifflin (1986), Macmillan (1987), and Scott Foresman (1983) basal reading systems. Additionally, the degree of utility of the workbooks was studied, as was the impact of readability on overall workbook effectiveness. The researcher developed nine criteria of effectiveness by which these determinations were made. Three expert eval‎uators then assessed each workbook page according to these indices. Content analysis technique was used to collect data. Chi-square analysis was conducted to determine the statistical significance of interrater reliability ($p$ $<$.01). Spearman Rank Correlation was used to assess the relationship of high readability on workbook effectiveness. Results revealed that the basal workbooks exhibited the following areas of weakness with varying degrees of frequency: (a) high readability level, (b) unclear written directions, (c) multiple operations per set of directions, (d) confusing illustrations, (e) no sample exercises provided, and (f) lesson objective not reinforced by workbook activity. In addition, overall workbook utility was found to range from low to high based on the nine effectiveness criteria. These results varied from series to series. Finally, high readability levels correlated significantly with problematic areas across the eval‎uative criteria in only 8 of 42 workbooks. The researcher concluded that: (a) given the high readability levels of many workbook pages, teachers should use caution in assigning them for independent usage, (b) teachers cannot assume that students can process written directions without additional clarification, (c) multi-step directions can complicate workbook tasks for students, (d) if illustrations are used on a workbook page, they should clarify the purpose of the activity, (e) sample exercises should appear after directions whenever appropriate, (f) if a lesson objective is not accompanied by a reinforcing activity, it is of negligible value, (g) teachers must be aware that workbook utility varies and adjustment responsibility is on them, and (h) high readability in itself is not necessarily a workbook contaminant, but it can increase task complexity and should be managed accordingly. ------------------------------------------------------------ Title: AN ANALYSIS OF THE READABILITY OF SIXTH GRADE SCIENCE TEXTBOOKS USING THE DALE-CHALL FORMULA AND THE CLOZE PROCEDURE TEST Pub No: 8005095 Author: BENNETT, LYLE GENE Degree: EDD School: UTAH STATE UNIVERSITY Date: 1979 Pages: 97 Source: DAI-A 40/10, p. 5299, Apr 1980 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: AN ANALYSIS OF THE RELATIONSHIP BETWEEN THE READABILITY OF TEXTBOOKS AND THE ABILITIES OF STUDENTS IN A JUNIOR HIGH SCHOOL Pub No: 0015101 Author: PITTLER, FANNIE ALPERN Degree: PHD School: UNIVERSITY OF PITTSBURGH Date: 1955 Pages: 114 Source: DAI- 16/01, p. 48, Aug 1968 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN APPLICATION OF READABILITY TECHNIQUES TO PREDICTION OF DIFFICULTY LEVEL OF SHORTHAND DICTATION MATERIALS Pub No: 7125366 Author: HENSHALL, JOY LANIER Degree: PHD School: UNIVERSITY OF NORTH TEXAS Date: 1971 Pages: 155 Source: DAI-A 32/04, p. 1980, Oct 1971 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: AN APPRAISAL OF THE READABILITY OF CERTAIN BOOKS USED IN THE INTERMEDIATE GRADES OF THE PUBLIC SCHOOLS IN ERIE, PENNSYLVANIA Author: HUEBNER, MILDRED H. Degree: PHD School: CASE WESTERN RESERVE UNIVERSITY Date: 1955 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN APPRAISAL OF THE TREND OF READABILITY OF BASIC READER SERIES FOR THE INTERMEDIATE GRADES Pub No: 0013901 Author: WALCHAK, FRANK ADAM Degree: PHD School: UNIVERSITY OF PITTSBURGH Date: 1955 Pages: 123 Source: DAI- 15/10, p. 1762, Aug 1968 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN ASSESSMENT OF STRUCTURAL VARIABLES IN MALAY: A READABILITY FORMULA Pub No: 8220293 Author: MD. YUNUS, KHADIJAH ROHANI Degree: EDD School: UNIVERSITY OF MIAMI Date: 1982 Pages: 129 Source: DAI-A 43/04, p. 1098, Oct 1982 Subject: EDUCATION, READING (0535) Abstract: Purpose. The purposes of the study were: (1) to isolate a set of variables which could be used to predict text difficulty in Malay and (2) to construct a practical, empirically based readability formula for Malaysian prose. Procedure. This was a text analysis study in which grade level designations of textbook passages served as the dependent variable. Two textbooks each were chosen from language, social science and physical science textbooks used in Malaysian schools from grade two to grade eleven. Six 100-word sample passages were randomly selected from each book. Ten structural variables were selected as independent variables. Tabulations for the ten independent variables were made based on each of 36 passages at each grade level. Thus, there were 360 observations at each grade level and 3,600 in the entire study. Stepwise multiple regression analyses were performed in order to identify the regression equations which best predicted the grade levels of the textbooks. In order to identify patterns of relationship among variables, the ten independent variables were factor analyzed. All analyses were completed using SPSS. Findings. In the factor analysis, two major factors were extracted, a 'vocabulary' factor and a 'sentence' factor. The results of the multiple regression analyses indicated that two simple variables, syllables per 300 words and average sentence length could be used to predict grade level designations in all the three subject areas. Coefficients of determination ranged from .84 to .93. Three separate readability formulae were derived, one for each subject area. Conclusions. (1) Structural variables are excellent predictors of text difficulty in Malay. (2) Using 300- word samples yields better estimates of readability than 100-word samples. Recommendation. In addition to implementing the use of readability formulae in Malaysia, recources should be dedicated to 'explaining' the specific variables associated with readability predictions. High correlations alone do not provide such explanations. ------------------------------------------------------------ Title: AN ASSESSMENT OF THE GRADEDNESS OF THE MASTERY LEARNING READING MATERIALS AT THE MIDDLE AND UPPER GRADES (READABILITY) Pub No: 8527833 Author: BANKS, AUDREY C. Degree: EDD School: PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY Date: 1985 Pages: 133 Source: DAI-A 46/10, p. 2916, Apr 1986 Subject: EDUCATION, ELEMENTARY (0524) Abstract: A large urban school system chose to develop its own reading materials and required the materials to be used systemwide. A determination was made as to whether the present materials have applicability to some nationally recognized readability formula. This study also validated the notion held by both principals and teachers that the vocabulary load in the developmental reading materials is uncontrolled. The overall purpose of this study was to determine to what extent the district's materials are at the appropriate levels. I used the Dale-Chall (1948) instrument. The instrument was designed to measure average sentence length and percentage of unfamiliar words. Descriptive statistics were used to analyze the data. The results of this research indicate that, out of 15 reading books, only 1 was below grade level, 2 were at grade level and 12 were above grade level. Only 1 of the 5 comprehension books for grades 4 through 8 were below the specified grade level. Three of the comprehension books were above grade level and 1 was at grade level. All 5 study skills books were above grade level. Four of the test books were above the specified grade level and 1 was at grade level. The analysis of the data regarding the reading materials suggests the following considerations regarding the readability of the Mastery Reading Program in the school system studied: (1) Teachers should be more aware of vocabulary load and sentence length determinates as they teach reading to their students using particular textbooks. (2) Publishers should include data that explain the vocabulary load and sentence length (readability) of the textbooks they promote. (3) A study should be conducted to examine the relationship between readability and achievement of students. (4) This study should be replicated using another readability formula other than the Dale-Chall Readability Formula. (5) This study should be replicated in circumstances that would explore the intrusion of a variety of variables that were not examined in this study that might have some impact on student learning. ------------------------------------------------------------ Title: AN ASSESSMENT OF THE IMPACT OF READABILITY AND OTHER TEXTUAL FACTORS ON THE FAILURE RATE AND THE COURSE NON- COMPLETION RATE OF AIRMEN IN CAREER DEVELOPMENT COURSES IN THE UNITED STATES AIR FORCE Pub No: 8225477 Author: SAVELL, DOUGLAS LAUREN Degree: EDD School: AUBURN UNIVERSITY Date: 1982 Pages: 131 Source: DAI-A 43/06, p. 1797, Dec 1982 Subject: EDUCATION, ADULT AND CONTINUING (0516) Abstract: The objectives of this study were to assess the influence of 11 textual factors on the failure rate and the non- completion rate of Career Development Courses and to derive an efficient regression prediction model for each rate. Fifty-four five-level CDCs were randomly selected for study. Each course was analyzed for: text readability; course exam readability; number of pages and volumes in the course; average volume, chapter, objective segment, sentence, and course exam length; and frequency of illustrations and text exercises. The incluence of each factor was assessed using the standard multiple regression model. The stepwise regression model was used to derive the prediction equations. Five conclusions were drawn from the standard regression analysis: (1) Based on the three 150-word samples from each volume subject to FORCAST analysis, readability appears no longer to be a major determinant of the two rates. (2) The major determinant now is the length of a CDC. (3) The best measure of the influence of course length on the two rates is the number of pages. (4) Volume and chapter length are contributing to the increasing length of CDCs. (5) As courses grow in length, authors tend to use a less proportionate number of illustrations. The effort to develop an efficient prediction equation for each rate was only partially successful. Only the non-completion rate equation accounted for enough variance to warrant its use. ------------------------------------------------------------ Title: AN ASSESSMENT OF THE READABILITY LEVEL OF STATE ADOPTED HIGH SCHOOL AGRICULTURE TEXTBOOKS Pub No: 1353364 Author: HITCHNER, MARY G. Degree: MS School: MISSISSIPPI STATE UNIVERSITY Date: 1992 Pages: 89 Adviser: DEEDS, JACQUELYN P. Source: MAI 32/01, p. 16, Feb 1994 Subject: EDUCATION, AGRICULTURAL (0517); EDUCATION, GENERAL (0515); AGRICULTURE, GENERAL (0473); EDUCATION, TESTS AND MEASUREMENTS (0288) Abstract: The purpose of the study was to determine if high school agriculture textbooks were written at too high a level for secondary agricultural education students. Analysis showed the mean of 72 agricultural textbooks to be 12.16 grade levels, with a range from 8.33 to 15.53. Nearly half of the textbooks were above the high school reading level. The four major publishers of agricultural textbooks had readability means from 11.03 to 12.63 grade levels. This is a range from the high school junior to the high school senior level. When analyzed by subject, the nine subjects had readability means ranging from 10.47 to 13.97 grade levels, or from the high school sophomore to the college freshman level. The subjects, divided by publisher, demonstrated above high school grade level means for some publishers. Analysis of the 14 individual state lists showed the shortest approved lists had the lowest mean readability levels. ------------------------------------------------------------ Title: AN ASSESSMENT OF THE READABILITY OF THE EXPERIENTIAL WORLD INVENTORY USING THREE MODIFIED READABILITY FORMULAS Pub No: 8114908 Author: SMITH, THOMAS MICHAEL Degree: PHD School: THE UNIVERSITY OF ALABAMA Date: 1981 Pages: 124 Source: DAI-A 42/02, p. 621, Aug 1981 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) Abstract: The present study investigated the effects on the response patterns of a hospitalized patient sample when the readability of certain test items taken from the Experiential World Inventory (EWI) were modified to lower readability levels. Two forms of selected test items found to be at the sixth grade reading level or higher were made. One form contained the items as they had appeared originally in the EWI. The other form contained the same items but reworded, rephrased, and in reverse order, so that they scored below the sixth grade reading level on three different readability formulas and were judged to have retained 90% or more of their original meaning by one of the co-authors of the EWI. A counterbalanced design was used with 112 psychiatric patients, all 21 years old or older, and all having signed a patient permission form for such research. Demographic data, IQs, and test results were the data base. Five hypotheses were tested. The first hypothesis investigated the reliability of the two forms of the test. The two forms were found to sample different domains of content, and the original form was more reliable than the rewritten form. The second hypotheses investigated the relationship between the mean number of pathological responses on the two test forms. No significant difference was found and the second null hypothesis could not be rejected. The third hypothesis investigated the difference between the correlation of the total number of pathological responses to the 62 original items and each original item and the correlation of the total number of pathological responses to the 62 rewritten items and each original item. Although 13 items were found to be significantly changed in validity, only two were more valid in their rewritten forms. The fourth hypothesis tested the relationship between the pathological responses to the original items and the rewritten items for each of the item pairs. A chi square test for independence of these item pairs indicated that only seven of 62 items pairs were significantly changed. The last hypothesis investigated the difference between the correlation of intelligence and total pathological responses to original items, and the correlation of intelligence and total pathological responses to rewritten items. They were found to differ significantly, and the original form of the test had a higher negative correlation with intelligence than did the rewritten form. This indicates less reliance on intelligence for the rewritten items than for the original items. It was suggested by these findings that the modification of the items to lower reading levels was successful and appears to hold promise for similar efforts with different tests. The test of the first hypothesis indicated different domains of content for the two test forms, but no substantive significance was found. Hypothesis 2 suggested no significant difference between test forms, and the third hypothesis indicated that the validity for the original form was higher than the validity of the rewritten form. Hypothesis 4 indicated that for only seven of 62 items, the number of pathological responses were changed significantly. Finally, Hypothesis 5 indicated that intelligence was a greater influence on pathological responses on the original form than on the rewritten form. Recommendations were for a replication study using a large sample size with subjects who were not mental patients but who had limited reading ability. Different criteria than IQ should be used. Perhaps a standard reading test or the cloze procedure would be better. Latency periods between test administration could be lengthened or an experimental between groups design utilized. ------------------------------------------------------------ Title: AN EVAL‎UATION OF CERTAIN CHILDREN'S BOOKS ON HUMAN RELATIONS IN TERMS OF LITERARY MERIT, READABILITY, INTERESTS AND OTHER PSYCHOLOGICAL VALUES Author: BEAL, ELIZABETH Degree: PHD School: CASE WESTERN RESERVE UNIVERSITY Date: 1964 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: AN EVAL‎UATION OF THE READABILITY AND ACCEPTABILITY OF MATERNAL NUTRITION EDUCATION MATERIALS FOR EXPANDED FOOD AND NUTRITION EDUCATION PROGRAM CLIENTS Pub No: 9512133 Author: SCHMITZ, KAREN JANE Degree: PHD School: MICHIGAN STATE UNIVERSITY Date: 1994 Pages: 302 Adviser: BOND, JENNY Source: DAI-B 55/12, p. 5291, Jun 1995 Subject: HEALTH SCIENCES, NUTRITION (0570); EDUCATION, CURRICULUM AND INSTRUCTION (0727); EDUCATION, HEALTH (0680) Abstract: Written materials are often used in nutrition education in an attempt to increase a client's knowledge. However, often the readability of these materials and the reading level of the population are not assessed and compared. In this study, the subjects were English speaking female Expanded Food and Nutrition Education Program (EFNEP) clients between 18 and 40 years of age. Michigan EFNEP materials (flipchart and handouts) for pregnancy, titled 'Eating Right...for Two' (1992) were assessed for reading grade equivalency and other characteristics of readability using a scorecard developed by the investigator. In the preliminary phase of this research, the reading level of a sample of the Michigan EFNEP population was assessed using the Slosson Oral Reading Test (SORT). The readability of the printed materials and client reading level were compared to determine the need for changes in readability of the materials. A new flipchart was developed (Client-Adapted Language flipchart) using EFNEP-eligible women's remarks and written at the median reading grade level of the EFNEP women who were involved in the reading level assessment. Several surveys were used to assess client knowledge change and acceptability of materials. The results of the SORT indicated that the median reading level of a sample of clients was 8.3 grade level equivalency. Survey results indicated that a greater percentage of clients agreed that 'Eating Right...for Two' was easier to read and less insulting compared to the Client-Adapted Language flipchart. However, clients who used the Client-Adapted Language flipchart had a significantly greater increase in nutrition knowledge compared to the women who used 'Eating Right...for Two.' The method of allowing the target audience to produce the wording for their own reading materials might result in more understandable material. ------------------------------------------------------------ Title: AN EVAL‎UATION OF THE READABILITY, COMPLETENESS, AND ACCURACY OF SELECTED DRUG INFORMATION BOOKS FOR THE CONSUMER. Pub No: 1320022 Author: STRATTON, TIMOTHY PATRICK Degree: MS School: THE UNIVERSITY OF ARIZONA Date: 1982 Pages: 121 Source: MAI 21/03, p. 235, Fall 1983 Subject: EDUCATION, HEALTH (0680) ------------------------------------------------------------ Title: AN EVAL‎UATION OF THE READABILITY OF TEXT AND REINFORCEMENT OF NEW VOCABULARY WORDS IN FOUR MATHEMATICS SERIES (TEXTBOOK EVAL‎UATION) Pub No: 9133761 Author: O'CONNOR, ROBERT ARTHUR Degree: EDD School: THE UNIVERSITY OF TENNESSEE Date: 1991 Pages: 111 Adviser: HUFF, PHYLLIS E. Source: DAI-A 52/06, p. 2089, Dec 1991 Subject: EDUCATION, READING (0535); EDUCATION, MATHEMATICS (0280) Abstract: The purpose of this study was to eval‎uate seventh and eighth grade textbooks from four mathematics series through the use of readability scores and the reinforcement of new vocabulary words. This was done to determine if a method could be developed which would help educators better eval‎uate mathematics series in order to select appropriate textbooks which match up well with the reading level of the students. The readability scores were calculated by using the Dale-Chall Readability Formula and the Kane Formula II for use with mathematics materials. The new vocabulary words introduced in the series were listed on an adapted form of the Worksheet for Analysis of Instructional Materials Beyond Readability Scales (Schindler, 1980). The reinforcements of the new vocabulary words were checked on the adapted Schindler worksheet. From the Dale-Chall corrected grade levels (CGL) used in this eval‎uation, five of the eight textbooks were seen as being written at a readability level which was more difficult than the proposed grade level. The Kane formula did not determine that any of the texts were significantly different in level of difficulty. The four mathematics series did not adequately reinforce the new vocabulary words listed in the introductory lessons. These findings point out the need for publishers as well as teachers to pay attention to the language of mathematics due to the impact which textbooks have upon the mathematics curriculum. ------------------------------------------------------------ Title: A NEW METHOD FOR DETERMINING THE READABILITY OF STANDARDIZED TESTS USED IN COUNSELING Author: FORBES, FRITZ W. Degree: PHD School: UNIVERSITY OF KANSAS Date: 1953 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN EXAMINATION OF THE VALIDITY AND UTILITY OF A LONG WORD MEASURE IN THE PREDICTION OF READABILITY. Pub No: 7926110 Author: CRAMER, GENEVIEVE RUMMELL Degree: PHD School: UNIVERSITY OF MINNESOTA Date: 1979 Pages: 161 Source: DAI-A 40/06, p. 3212, Dec 1979 Subject: EDUCATION, READING (0535) ------------------------------------------------------------ Title: AN EXPERIMENTAL INVESTIGATION OF THE VALIDITY OF THE FLESCH READABILITY FORMULA AS RELATED TO ADULT MATERIALS Pub No: 0005082 Author: PITCHER, ROBERT WALTER Degree: PHD School: THE UNIVERSITY OF MICHIGAN Date: 1953 Pages: 140 Source: DAI- 13/03, p. 342, Sep 1970 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN EXPERIMENTAL VALIDATION OF THE FLESCH AND DALE-CHALL READABILITY FORMULAS ON HIGH SCHOOL HEALTH TEXTS. Pub No: 6206192 Author: MCTAGGART, AUBREY CHARLES Degree: PHD School: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Date: 1962 Pages: 248 Source: DAI- 23/07, p. 2376, Sep 1968 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: An inquiry into the vocabulary content and readability levels of texts used in fifteen Newfoundland vocational training programs word frequency lists and reading difficulty eval‎uations for programs to which adult education students aspire Pub No: ML50465 Author: Clark, Kathryn E; Degree: MEd School: MEMORIAL UNIVERSITY OF NEWFOUNDLAND (CANADA) Date: 1989 ISBN: 0-315-50465-X Subject: EDUCATION, GENERAL (0515) Abstract: No abstracts in the Database ------------------------------------------------------------ Title: AN INVESTIGATION OF THE READABILITY OF RECENTLY PUBLISHED HISTORY AND GEOGRAPHY TEXTBOOKS AND RELATED MATERIALS FOR THE FOURTH GRADE Author: SMITH, RUTH I. Degree: PHD School: UNIVERSITY OF PITTSBURGH Date: 1951 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: An investigation of the readability of three eighth grade mathematics textbooks used in British Columbia Pub No: MK25527 Author: Henderson, James Thomas; Degree: MA School: UNIVERSITY OF VICTORIA (CANADA) Date: 1975 Subject: EDUCATION, GENERAL (0515) Abstract: No abstracts in the Database ------------------------------------------------------------ Title: AN INVESTIGATION OF THE READING LEVELS OF HIGH SCHOOL STUDENTS WITH THE READABILITY LEVELS OF CERTAIN CONTENT TEXTBOOKS WITH THEIR COSTS Pub No: 7222990 Author: BRYANT, JOYCE ELAINE PEADEN Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1971 Pages: 54 Source: DAI-A 33/03, p. 887, Sep 1972 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN INVESTIGATION OF THE READING LEVELS OF JUNIOR HIGH SCHOOL STUDENTS AND THE READABILITY LEVELS OF SELECTED MODERN LANGUAGE TEXTBOOKS Pub No: 7200264 Author: COX, JUANITA MIXSON Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1971 Pages: 55 Source: DAI-A 32/06, p. 2905, Dec 1971 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN INVESTIGATION OF THE READING LEVELS OF SECONDARY SCHOOL STUDENTS AND THE READABILITY LEVELS OF SELECTED TEXTBOOKS Pub No: 7008563 Author: JANZ, MARGARET LOUISE Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1968 Pages: 81 Source: DAI-A 30/11, p. 4856, May 1970 Subject: EDUCATION, TEACHER TRAINING (0530) ------------------------------------------------------------ Title: AN INVESTIGATION OF THE RELATIONSHIPS OF SELECTED COMPONENTS OF READABILITY AND COMPREHENSION AT THE SECONDARY SCHOOL LEVEL. Pub No: 7604463 Author: SHAFFER, GARY LEE Degree: EDD School: THE UNIVERSITY OF SOUTHERN MISSISSIPPI Date: 1975 Pages: 97 Source: DAI-A 36/08, p. 5186, Feb 1976 Subject: EDUCATION, SECONDARY (0533) ------------------------------------------------------------ Title: AN INVESTIGATION OF THE USE OF CLOZE TESTS AS A MEASURE OF READABILITY OF MATERIALS FOR THE PRIMARY GRADES Pub No: 6502370 Author: GALLANT, RUTH MARGARET FRANCES Degree: EDD School: INDIANA UNIVERSITY Date: 1964 Pages: 152 Source: DAI- 25/11, p. 6431, Aug 1967 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: AN INVESTIGATION OF THE VALIDITY AND RELIABILITY OF THE CLOZE PROCEDURE AS A MEASURE OF READABILITY AND COMPREHENSION FOR PRELINGUALLY, PROFOUNDLY DEAF STUDENTS. Pub No: 7908869 Author: LASASSO, CAROL JO Degree: PHD School: UNIVERSITY OF MARYLAND COLLEGE PARK Date: 1978 Pages: 228 Source: DAI-A 39/10, p. 6067, Apr 1979 Subject: EDUCATION, SPECIAL (0529) ------------------------------------------------------------ Title: AN INVESTIGATION OF THE VALIDITY OF THE HOMAN-HEWITT READABILITY FORMULA Pub No: 8918212 Author: HEWITT, MARGARET ANN Degree: EDD School: UNIVERSITY OF SOUTH FLORIDA Date: 1989 Pages: 182 Adviser: LOWE, ALVIN J. Source: DAI-A 50/05, p. 1212, Nov 1989 Subject: EDUCATION, ELEMENTARY (0524); EDUCATION, READING (0535); EDUCATION, TESTS AND MEASUREMENTS (0288) Abstract: The study's purpose was to determine if the Homan-Hewitt Readability Formula could discriminate differences in readability levels of single sentence stem test items. This was achieved by (1) using already developed sets of test items and then estimating the readability levels of those items as measured by the formula, (2) administering the tests to students at different grade levels, and (3) comparing students' test performance on items estimated at their assigned reading level with performance on items covering the same content but written above their assigned reading level. Reading ability and content knowledge were controlled by including only students reading on grade level who had previously scored at least 75% on a test of content knowledge. The study was quasi-experimental in design with two independent variables (readability level and grade level), and one dependent variable (each class mean score). The test scores from 576 school children from 40 classes within grades two through five were used in this study. Each grade level received test items estimated to be within a range of four different readability levels (on grade, plus 1, 2, 3 grades above). The data were subjected to a one-between and one-within groups analysis of variance design. Significant differences were found within grade levels on class mean performance scores across the four levels of readability. Significant differences were found between the test scores of students at intermediate level (grades four and five) and primary level (grades two and three) on items estimated to be written at specified readability levels. The results tended to indicate that the formula can discriminate between the readability level of test items for primary grades and intermediate grades. The results appeared to establish the formula as a potentially valid measure of the estimate of the readability level of single sentence stem test items and could hold promise in answering some validity concerns of test developers and classroom teachers. ------------------------------------------------------------ Title: AN INVESTIGATION OF THE VOCABULARY READABILITY LOAD REQUIRED OF CHILDREN IN RECENTLY PUBLISHED HEALTH TEXTBOOKS FOR THE ELEMENTARY SCHOOL Author: JONES, HAROLD C. Degree: PHD School: UNIVERSITY OF PITTSBURGH Date: 1953 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: AN OBJECTIVE STUDY OF THE READABILITY OF EXISTING OCCUPATIONAL INFORMATION MATERIALS AND OF COUNSELOR ABILITY TO SELECT SUCH MATERIALS. Author: MCGARVEY, WILLIA G. Degree: PHD School: TEMPLE UNIVERSITY Date: 1954 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: APPLICATION OF CERTAIN READABILITY TECHNIQUES TO CALCULUS TEXTBOOKS. Pub No: 7511439 Author: VERDERBER, NADINE LUCILLE Degree: PHD School: THE OHIO STATE UNIVERSITY Date: 1974 Pages: 183 Source: DAI-A 35/11, p. 7145, May 1975 Subject: EDUCATION, SCIENCES (0714) ------------------------------------------------------------ Title: A PROTOTYPE READABILITY FORMULA FOR FOREIGN LANGUAGES: APPLICATION TO THE SPANISH LANGUAGE Pub No: 9111397 Author: PLAZA MORA, JORGE ELIECER Degree: PHD School: THE UNIVERSITY OF WISCONSIN - MADISON Date: 1991 Pages: 167 Adviser: POWERS, RICHARD D. Source: DAI-A 52/02, p. 333, Aug 1991 Subject: MASS COMMUNICATIONS (0708); EDUCATION, READING (0535); EDUCATION, TESTS AND MEASUREMENTS (0288); LANGUAGE, MODERN (0291) Abstract: This study developed a readability formula for English based on number of words per sentence and percentage of words outside the list of the most common 1,000 words in American English as listed by Carroll, Davies and Richman. Criterion passages were 358 prose passages in the McCall-Crabbs Standard Text Lesson in Reading (1979 edition). Simple and Multiple regression analysis were computed to build the following readability Formula for English: G$/sb[75]$=.87606 +.20108 Average Sentence Length +.12201 PCT Non-Carroll words. This readability formula explained 44.1% of the variance in the criterion--not as high as that of the Dale-Chall formula but almost as good as Flesch, Farr-Jenkins- Paterson, Gunning and Coleman formulas as recalculated on the same passages. The English formula was validated by correlating its results to those of other formulas developed by Dale- Chall, Flesch, Farr-Jenkins-Paterson, Gunning and Coleman in their original forms and the versions recalculated on the 1979 edition of the Standard Test Lesson in Reading passages. The new readability formula for English is similar to the other established formulas for estimating reading difficulty. Word frequency was used as the indicator of semantic complexity with the hope that the new formula could be a prototype readability formula for other languages which have word frequency lists. As a trial of this possibility it was applied to the Spanish language. The English formula regression coefficients were used for the Spanish formula but the frequency word counts were based on Martinez Reding's list of the 1,000 most frequent Spanish words in contemporary writing. The validation of the Spanish readability formula was done by correlating its results on six selected passages with those of other formulas such as Spaulding, Crawford and Fernandez Huerta formulas and scores from the FRASE and the Cloze procedure. In general the results show that the new Spanish formula gauges the grade of difficulty of passages as well as does the Spaulding formula, and a bit better than do the other Spanish readability formulas. The correlation between the formula scores and mean percentage scores of Cloze tests with a small sample of native Spanish speakers showed that these two methods give similar estimates of the difficulty level of passages. ------------------------------------------------------------ Title: A PSYCHOLINGUISTIC ANALYSIS OF THE MISCUES OF LEARNING DISABLED BLACK ENGLISH SPEAKING STUDENTS AND THEIR RELATIONSHIP TO READABILITY Pub No: 8204698 Author: LEVIN, PATRICIA OPPENHEIM Degree: PHD School: THE UNIVERSITY OF MICHIGAN Date: 1981 Pages: 190 Source: DAI-A 42/09, p. 3930, Mar 1982 Subject: EDUCATION, READING (0535); LANGUAGE, LINGUISTICS (0290) Abstract: This study began with the position that reading is a meaning act, an interaction between language and thought. The reading process is not passive but active. The reader selects, transforms and processes information to go beyond the information given. The underlying purpose of this study was to explore Goodman's original hypothesis that material is more readable when it more nearly approximates the oral language of the reader. This study investigated whether dialect trade book stories were more readable for Black English speaking Learning Disabled students who had a specific disability in the area of reading. The study, also, investigated the readability of an uncontrolled standard English story with a linguistically controlled standard English story for Black English speaking Learning Disabled students. Thirty-four Black English speaking students, as determined by the Education Study Center's Dialect Proficiency Test, from upper elementary self-contained Learning Disability rooms located in a large inner city school district, read aloud and retold three stylistically different stories without assistance. The selections included a story written in uncontrolled standard English taken from Scott Foresman's Reading Unlimited Series, a linguistically controlled story taken from Bloomfield and Barnhart's text Let's Read, and a Black English trade book by Greenfield and Steptoe written in standard orthography. Analysis of the data collected indicate that the two standard English stories are not significantly different in readability. The results of this study also indicate that the miscues in this small but representative sample of Black English speakers who are two or more years below grade placement level and identified as learning disabled with a specific disability in reading are fewer and of higher quality when the dialect of the instructional material more closely approximates the dialect of the reader. ------------------------------------------------------------ Title: A READABILITY ANALYSIS OF READING MATERIALS USED IN ADULT BASIC EDUCATION CLASSES IN TENNESSEE Pub No: 7302488 Author: RAKES, THOMAS ARTHUR Degree: EDD School: THE UNIVERSITY OF TENNESSEE Date: 1972 Pages: 99 Source: DAI-A 33/08, p. 4072, Feb 1973 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: A READABILITY COMPARISON OF THE A BEKA BOOK READING SERIES WITH SELECTED BASAL READERS IN GRADES ONE THROUGH SIX Pub No: 8818348 Author: PHELPS, CONNIE LEA Degree: EDD School: UNIVERSITY OF ARKANSAS Date: 1987 Pages: 112 Source: DAI-A 49/07, p. 1747, Jan 1989 Subject: EDUCATION, READING (0535) Abstract: Although extensive basal readability research has been conducted by Fox, no research has been done on the leading reading series used by private Christian schools. The purpose of this study was to compare the readability levels of the A Beka Book Reading Series with readability levels of five other reading programs. To accomplish this purpose, the readability levels of 32 books and the stories within each book in grades one through six of the A Beka Book readers was determined. The variation of the estimation of readability level (ERL) rating from the publisher's designated level (PDL) was compared at the intrabook, interbook, and interseries levels as an extension of Fox's earlier research. The study utilized the same readability formula, Fry's Readability Program for the microcomputer, and sampling techniques as Fox's research. Selections were made from the beginning, middle, and end of each story of at least one-hundred word length. The readability sampling of A Beka Book readers included 2,316 passages in 844 stories to find the ERL rating of each story. Intrabook variation of the ERL rating from the PDL indicates 86.1 percent of the stories in A Beka Book readers are placed above the PDL. The interbook analyses indicates less variation of the A Beka Book stories from the PDL rating in the primary grades than the intermediate grade levels. Most A Beka Book readers have ERL book sequences that vary five or more levels from the PDL. The correlation between the PDL and ERL ratings of the A Beka Book readers is.77. Interseries analysis indicates stories in all six series fail to match the instructional grade level. The five series used in the comparison generally have books sequenced by level of difficulty, but the readability levels are above the PDL. Recommendations resulting from the study include: (a) publishers make available to educators more information regarding readability of basal reading series, and (b) that individual readability ratings of stories be listed in the teacher's manuals along with suggestions for sequencing stories according to the readability level. ------------------------------------------------------------ Title: A READABILITY COUNT ON BILINGUAL BICULTURAL MATERIALS IN USE TO TEACH READING IN SPANISH AND IN ENGLISH AT THE FIRST GRADE LEVEL IN BILINGUAL BICULTURAL PROGRAMS IN THE DENVER METROPOLITAN AREA Pub No: 8200800 Author: LOBATO, RAYMOND JOSEPH Degree: EDD School: UNIVERSITY OF COLORADO AT BOULDER Date: 1981 Pages: 137 Source: DAI-A 42/08, p. 3416, Feb 1982 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: The purpose of the study was to assess the materials that were used to teach Spanish and English reading in the bilingual bicultural classrooms at the first grade level in the Denver metropolitan area. The population and sample consisted of 29 classroom teachers in the Districts 50, 14 and 1 of Adams County and District 1 of Denver County. Of this population, 86% or 25 teachers, participated in the study. The sample materials that were assessed consisted of materials that were district and commercially developed to teach reading in Spanish and English. A questionnaire was formulated to acquire information from first grade teachers who taught reading in Spanish and English relative to materials most commonly used in the classroom, the teacher's judgment of degree of difficulty of the materials and teacher's preferences for the materials. After tabulating and analyzing this information, the results were that the most commonly used materials to teach reading in Spanish were supplemented with other materials. The materials most commonly used to teach English were a part of a definite series. A readability count taken of each particular material in use revealed that there was a discrepancy between publisher's recommendations and readability count in the materials used in English and in Spanish. Translations affected the readability count in Spanish and in English. The materials used to teach reading in Spanish and English revealed a difference between readability level, teacher's judgment of degree of difficulty and teacher's preference. The materials most commonly used to teach reading in Spanish and English should be eval‎uated and teachers should have input in the selection of materials. The volume of supplementary materials to teach reading in Spanish should be reduced for effective articulation. The teachers should participate in the selection of the materials used to teach reading in English to provide materials suitable for the Mexican American child in the Denver metropolitan area. It should be determined whether there is a correlation between the Mexican American background proficiency in Spanish and the materials used. The cultural aspects of the bilingual materials and the spontaneous creations of materials should be studied and compiled for future publications. ------------------------------------------------------------ Title: A READABILITY EVAL‎UATION OF SELECTED INTERMEDIATE GRADE SOCIAL STUDIES TOPICS FROM EIGHT ENCYCLOPEDIAS. Pub No: 7316587 Author: DOHRMAN, MARY HARDWICK Degree: EDD School: THE UNIVERSITY OF NEW MEXICO Date: 1972 Pages: 222 Source: DAI-A 34/02, p. 556, Aug 1973 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: A READABILITY FORMULA FOR THE ELEMENTARY SCHOOL BASED UPON THE RINSLAND VOCABULARY Pub No: 0020569 Author: TRIBE, EDWARD BARRETT, SR Degree: EDD School: THE UNIVERSITY OF OKLAHOMA Date: 1957 Pages: 87 Source: DAI- 17/04, p. 788, 1962 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A READABILITY GRAPH FOR RUSSIAN Pub No: 7014088 Author: ROCK, ERNEST LOUIS Degree: PHD School: THE OHIO STATE UNIVERSITY Date: 1969 Pages: 191 Source: DAI-A 31/02, p. 567, Aug 1970 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A READABILITY STUDY IN INTERMEDIATE COLLEGE GERMAN Pub No: 7210966 Author: HALL, ALVIN LEE Degree: EDD School: UNIVERSITY OF GEORGIA Date: 1971 Pages: 138 Source: DAI-A 32/09, p. 5104, Mar 1972 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: A READABILITY STUDY OF ENGLISH STUDENT MATERIALS USED IN THE SEMINARY HOME STUDY PROGRAM PREPARED BY THE SEMINARY CURRICULUM STAFF COMPARED WITH THE READING ABILITIES OF A SAMPLE OF THE YOUTH ENROLLED IN THAT PROGRAM IN THE UNITED STATES AND CANADA. Pub No: 7428404 Author: TYLER, THOMAS LEE Degree: EDD School: BRIGHAM YOUNG UNIVERSITY Date: 1974 Pages: 72 Source: DAI-A 35/06, p. 3412, Dec 1974 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: A readability study of social studies and science textbooks Pub No: MK21477 Author: English, Ida Perpetua Marrie; Degree: MEd School: MEMORIAL UNIVERSITY OF NEWFOUNDLAND (CANADA) Date: 1974 Subject: EDUCATION, GENERAL (0515) Abstract: No abstracts in the Database ------------------------------------------------------------ Title: ASPECTS OF READABILITY IN THE SOCIAL STUDIES Pub No: 0006682 Author: PETERSON, ELEANOR MARIE Degree: PHD School: COLUMBIA UNIVERSITY Date: 1953 Pages: 141 Source: DAI- 14/01, p. 72, 1962 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: ASSESSING READABILITY FOR SPANISH AS A SECOND LANGUAGE: THE FRY GRAPH AND CLOZE PROCEDURE. Pub No: 7714719 Author: GARCIA, WILFRED FRANK Degree: EDD School: COLUMBIA UNIVERSITY TEACHERS COLLEGE Date: 1977 Pages: 135 Source: DAI-A 38/01, p. 136, Jul 1977 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279) ------------------------------------------------------------ Title: ASSESSING THE READABILITY OF ENGLISH TEXTS FOR AUSTRIAN PUPILS (TEXTS) Author: GIENDL, ELISABETH School: KARL-FRANZENS UNIVERSITAET GRAZ (AUSTRIA) Date: 1988 Pages: 192 Source: DAI-C 51/01, p. 4, Spring 1990 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: The purpose of this dissertation was to develop a method for assessing the readability of English texts for Austrian pupils. In order to do this, it was necessary to look at the psychological processes involved in reading. Readability and comprehension were discussed within the scope of a model of reader-text interaction. For the development of a readability formula for Austrian pupils the following steps were taken: (1) Choice of a reliable criterion measure of comprehension. The cloze procedure was chosen as the most powerful and reliable measure. (2) Identification of a number of objective linguistic variables. Among the vast number of variables that have been proposed in readability research 38 were chosen. The choice was based on considerations of reliability, practicality and predictive power. (3) Each of these 38 variables was correlated with the cloze comprehension scores on a set of 23 passages of varied content and difficulty. 3000 cloze tests, taken by 1000 Austrian pupils, were analyzed. (4) The variables that best predict readability, i.e., that have the highest correlation coefficient with the criterion, were selected. (5) Using the method of multiple regression analysis, the remaining variables were combined into two formulae: a computer formula and a hand formula. The two formulae contain four variables each and have validities of r =.920 (hand formula) and r =.923 (computer formula). To round up the assessment of readability and comprehension and to account for those influences not considered by the formulae, a method of eval‎uating the comprehensibility of a text was proposed. It consists of a brief checklist dealing with questions of motivation, content and subject matter, organization and coherence, and is intended to be used in conjunction with one of the two formulae. ------------------------------------------------------------ Title: A STUDY IN THE RELATIONSHIP BETWEEN COLLEGE STUDENTS' READING ABILITY AND THE READABILITY OF THEIR TEXTBOOKS Pub No: 8006259 Author: GIORDANO, THEODORE BRUCE Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1979 Pages: 79 Source: DAI-A 40/09, p. 4979, Mar 1980 Subject: EDUCATION, READING (0535) ------------------------------------------------------------ Title: A STUDY OF READABILITY AND OTHER FACTORS OF SELECTED BUSINESS COMMUNICATIONS Pub No: 5902939 Author: PETERSON, DEAN ANDREW Degree: EDD School: UNIVERSITY OF SOUTHERN CALIFORNIA Date: 1959 Pages: 315 Source: DAI- 20/02, p. 565, 1962 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A STUDY OF READABILITY FACTORS OF EIGHT READABILITY SYSTEMS AND THE CLOZE PROCEDURE. Pub No: 7729531 Author: CURRIER, MICHAEL ELLIS Degree: PHD School: THE UNIVERSITY OF NEBRASKA - LINCOLN Date: 1977 Pages: 164 Source: DAI-A 38/07, p. 3994, Jan 1978 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279) ------------------------------------------------------------ Title: A study of students' self selection of reading meterials in relation to readability, reading ability, sex and choice within interest areas Pub No: MK49385 Author: Bawtinheimer, David Laurie; Degree: MA School: UNIVERSITY OF VICTORIA (CANADA) Date: 1980 ISBN: 0-315-01528-4 Subject: EDUCATION, GENERAL (0515) Abstract: No abstracts in the Database ------------------------------------------------------------ Title: A STUDY OF THE READABILITY, INTEREST, AND USEFULNESS OF SELECTED MATERIALS FOR RETARDED READERS IN GRADES FOUR TO EIGHT Author: RIDGWAY, ROBERT W. Degree: PHD School: UNIVERSITY OF KANSAS Date: 1955 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A STUDY OF THE READABILITY INTEREST, AND USEFULNESS OF SELECTED MATERIALS FOR RETARDED READERS IN GRADES SEVEN TO TWELVE Author: BRUNING, HERBERT I. Degree: PHD School: UNIVERSITY OF KANSAS Date: 1954 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A STUDY OF THE READABILITY LEVELS OF THE PROSE SELECTIONS IN THE MOST FREQUENTLY ADOPTED ALABAMA HIGH SCHOOL LITERATURE TEXTBOOKS. Pub No: 7613919 Author: LEIGH, LOUISE MCGINTY Degree: PHD School: THE UNIVERSITY OF ALABAMA Date: 1975 Pages: 194 Source: DAI-A 36/12, p. 7977, Jun 1976 Subject: EDUCATION, SECONDARY (0533) ------------------------------------------------------------ Title: A STUDY OF THE READABILITY OF DRUG EDUCATION MATERIALS IN GRADES FIVE THROUGH TWELVE Author: MORRIS, EMMA D. RICHARDSON Degree: PHD School: TEXAS WOMAN'S UNIVERSITY Date: 1972 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: A STUDY OF THE READABILITY OF GENERAL BUSINESS TRAINING TEXTBOOKS Pub No: 0011577 Author: ANDERSON, GEORGE W. Degree: EDD School: UNIVERSITY OF PITTSBURGH Date: 1955 Pages: 83 Source: DAI- 15/05, p. 745, Aug 1968 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A STUDY OF THE READABILITY OF HIGH SCHOOL BUSINESS LAW TEXTBOOKS Pub No: 0019627 Author: GOODMAN, DAVID GERSON Degree: EDD School: UNIVERSITY OF PITTSBURGH Date: 1956 Pages: 109 Source: DAI- 17/01, p. 61, Mar 1972 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: A STUDY OF THE READABILITY OF JUNIOR AND COMMUNITY COLLEGE TEXTBOOKS USED IN THE ACADEMIC AREAS AND THE READING ABILITIES OF STUDENTS USING THE TEXTBOOKS. Pub No: 7820661 Author: AUVENSHINE, ANNA LEE BANKS Degree: EDD School: BAYLOR UNIVERSITY Date: 1978 Pages: 158 Source: DAI-A 39/05, p. 2710, Nov 1978 Subject: EDUCATION, COMMUNITY COLLEGE (0275) ------------------------------------------------------------ Title: A STUDY OF THE READABILITY OF OCCUPATIONAL INFORMATION PAMPHLETS AND THEIR UTILITY IN THE VOCATIONAL GUIDANCE OF A SELECTED SAMPLE OF HIGH SCHOOL STUDENTS Pub No: 7110854 Author: VAN VLIET, JACK Degree: EDD School: TEMPLE UNIVERSITY Date: 1970 Pages: 137 Source: DAI-A 31/11, p. 5784, May 1971 Subject: EDUCATION, GUIDANCE AND COUNSELING (0519) ------------------------------------------------------------ Title: A study of the readability of on-screen text Pub No: 9949887 Author: Weisenmiller, Eric Michael; Degree: PhD School: VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY Date: 1999 Pages: 141 Adviser: Sanders, Mark E. ISBN: 0-599-50729-2 Source: DAI-A 60/11, p. 3894, May 2000 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727); EDUCATION, TECHNOLOGY (0710) Abstract: This study examined the readability of fonts. More specifically, it investigated how four different fonts effected both reading rate and reading comprehension. The typefaces Georgia, Verdana, (which, according to their designers, optimize onscreen readability) Times, and Arial (both designed for digital output to hard copy) were displayed as treatments both on a computer screen and on paper. The purpose of the study was to determine whether sans serif and serif typefaces optimized for onscreen viewing significantly improve reading rate and reading comprehension. Comparisons were made among the typefaces using a categorical independent variable postmeasure-only research design to determine the level of dependent variables (rate, comprehension). The group means of each of twelve treatment groups (N = 264) were analyzed using analyses of variance to determine if either of the variables (presentation mode or font) had a statistically significant effect upon reading rate and/or reading comprehension of a sample taken from a population of subjects attending a midwestern state university. No significant difference was found among reading speed or reading comprehension scores of subjects tested who read text which was typeset in any of the four typefaces. However, significant difference was found between the presentation modes used in the experiment. Since it was found that 8-bit onscreen text was not significantly more readable than 600dpi text on paper, and 1-bit onscreen text was found to be significantly less readable than onscreen text and 600dpi text on paper, this research concludes that for purposes of ease of readability, onscreen text is better suited to be rendered as 8-bit onscreen text than 1-bit onscreen text. Also, the findings indicate that 8-bit onscreen text was not found to be significantly less readable than 600dpi text on paper. Also, due to the various typefaces currently being used in digital typography and the differing presentation media, further exploration of the readability of onscreen text should examine more fonts and screen display variables. ------------------------------------------------------------ Title: A study of the readability of selected fourth and fifth grade science texts Pub No: EP00174 Author: Tanzy, Frankie Smith; Degree: MA School: THE UNIVERSITY OF TEXAS AT EL PASO Date: 1956 Source: MAI 39/07, p. 59, 2001 Subject: EDUCATION, SCIENCES (0714) Abstract: No abstracts in the Database ------------------------------------------------------------ Title: A STUDY OF THE READABILITY OF SELECTED INTRODUCTORY MANAGEMENT TEXTBOOKS. Pub No: 7526835 Author: BURKHEAD, MARIE BROWN Degree: DBA School: TEXAS TECH UNIVERSITY Date: 1975 Pages: 169 Source: DAI-A 36/06, p. 3340, Dec 1975 Subject: EDUCATION, BUSINESS (0688) ------------------------------------------------------------ Title: A STUDY OF THE READABILITY OF STANDARDIZED READING TESTS AS MEASURED BY THE TYPE-TOKEN RATIO. Pub No: 7909412 Author: JONES, DONALD Degree: EDD School: MEMPHIS STATE UNIVERSITY Date: 1978 Pages: 109 Source: DAI-A 39/11, p. 6505, May 1979 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: A STUDY OF THE RELATIONSHIP BETWEEN READABILITY OF A CHEMISTRY TEXTBOOK AND PERFORMANCE IN FIRST YEAR COLLEGE CHEMISTRY Pub No: 8326631 Author: FALKOWSKI, HENRY STEVEN Degree: EDD School: WEST VIRGINIA UNIVERSITY Date: 1983 Pages: 142 Source: DAI-A 44/07, p. 2026, Jan 1984 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: The subjects of this study were fifty-two year college chemistry students. These students were of varying majors enrolled at Potomac State College of West Virginia University at Keyser, West Virginia. The following hypotheses were tested using post-test procedures. (1) There will be a positive correlation between the scores on a commercially available standardized general reading test and the final chemistry grade. (2) There will be a positive correlation between the mean scores on special chemistry reading tests and final chemistry grades. (3) There will be a positive correlation between the standardized general reading test scores and the average test scores of the special chemistry reading tests. (4) There will be a positive correlation between scores on the special and technical vocabulary test and the average scores obtained on the special chemistry reading tests. (5) There should be a significant difference between the average chemistry reading test scores of students that were provided with vocabulary lists and definitions and those students who were not so provided. These hypotheses were tested using the null form. The null hypothesis was accepted ((alpha) = 0.05) for hypothesis 1 through 4. The null hypothesis was rejected ((alpha) = 0.05) for hypothesis 5. In addition the following conclusions were drawn. (1) Chemistry instructors should take into consideration the reading level of their textbook and the reading ability of their students when they are selecting a new textbook for their course. (2) The use of vocabulary lists and definitions in chemistry which are isolated from the chapter reading assignments do not help students comprehend their textbook reading assignments. (3) There is a positive relationship between the student's score on the special chemistry vocabulary test given at the start of the semester and the student's final chemistry exam average. (4) A student who is a good general reader does not necessarily have to be a good reader of chemistry textbooks. ------------------------------------------------------------ Title: A STUDY OF THE RELATIONSHIP OF ACADEMIC ACHIEVEMENT IN ACCOUNTING COURSES TO THE READABILITY OF REQUIRED TEXTBOOKS AND THE READING ABILITY OF TWO-YEAR ACCOUNTING STUDENTS Pub No: 8216651 Author: PETERSON, ERIK ALFRID Degree: PHD School: OREGON STATE UNIVERSITY Date: 1982 Pages: 124 Source: DAI-A 43/02, p. 381, Aug 1982 Subject: EDUCATION, HIGHER (0745) Abstract: Purpose. The purpose of this study was to determine the degree to which the readability of accounting textbooks and two-year accounting students' reading ability were related to academic achievement. Procedure. This research used two designs. Design one consisted of two samples from the population of two-year accounting students. One sample of ten was drawn from students having a 3.00 G.P.A. or higher in twelve selected courses; a second sample of ten was drawn from those having 3.00 G.P.A. or lower. An analysis of variance was used to compare vocabulary, comprehension, and total reading scores, as measured by the Nelson-Denny Reading Test, Form C. After ascertaining the readability of the twelve required texts, an index score was formulated. In design two the population was separated into three categories; those who received A's, B's, or C's in the twelve selected courses. The mean index scores of fifteen subjects in each cell were compared to determine if grades made a difference or if courses made a difference. Findings. Design one indicated that students having a 3.00 G.P.A. or higher had significantly higher vocabulary, total reading, and index scores than those students having a 3.00 or lower G.P.A. Design two indicated those receiving A's had a higher index score than did those receiving C's. The Auditing course, which had an 'easier' text differed significantly from the other courses index scores. When total reading scores were considered, subjects receiving C's had higher scores than subjects receiving A's. Conclusions. It was concluded that students' reading ability and text readability had a significant relationship to academic achievement in accounting. The index score may be utilized as a predictive model to identify students who might experience academic difficulty in accounting as well as other technical curriculum. ------------------------------------------------------------ Title: A STUDY OF THE RELATIONSHIP OF ACADEMIC ACHIEVEMENT IN COLLEGE COURSES TO THE READABILITY OF COURSE TEXTBOOKS AND THE READING ABILITY OF STUDENTS ENROLLED IN SELECTED CLASSES AT IOWA STATE UNIVERSITY. Pub No: 7903992 Author: LAWSON, NORA DAVENPORT Degree: PHD School: IOWA STATE UNIVERSITY Date: 1978 Pages: 149 Source: DAI-A 39/08, p. 4761, Feb 1979 Subject: EDUCATION, HIGHER (0745) ------------------------------------------------------------ Title: A STUDY OF THE RELATIONSHIPS AMONG THE READING LEVELS OF PRACTICAL NURSING STUDENTS, READABILITY LEVELS OF TEXTBOOKS, AND THE PASS/FAIL SCORES ON THE STATE BOARD EXAMINATIONS FOR PRACTICAL NURSING STUDENTS. Pub No: 7722863 Author: CAFFEY, MUSA BAKER Degree: EDD School: THE UNIVERSITY OF SOUTHERN MISSISSIPPI Date: 1977 Pages: 91 Source: DAI-A 38/05, p. 2478, Nov 1977 Subject: EDUCATION, ADULT AND CONTINUING (0516) ------------------------------------------------------------ Title: A STUDY OF THE RELATIONSHIPS OF READABILITY AMONG ELEMENTARY SCIENCE TEXTBOOKS ADOPTED BY TEXAS USING FIVE MEASURES (CLOZE, FRY, DALE-CHALL) Pub No: 8516731 Author: MONTGOMERY, LAURA E. Degree: PHD School: TEXAS WOMAN'S UNIVERSITY Date: 1985 Pages: 253 Source: DAI-A 46/06, p. 1578, Dec 1985 Subject: EDUCATION, READING (0535) Abstract: Readability is one of the most prominent concerns when selecting textbooks. In the fall of 1984, the Texas Education Agency adopted five elementary textbooks for use in grades four, five, and six. The textbooks were published by Silver-Burdett; Holt, Rinehart, Winston; Scott-Foresman; Addison-Wesley; and Merrill. The primary purpose of this study was to examine the relationships that existed between the publishers readability levels of the five elementary science textbooks and the readability levels established by the Fry Readability Graph, the Dale-Chall Readability Formula, the cloze technique, student judgment, and teacher judgment. Further, the study sought to investigate the differences that existed between girls and boys performances on the cloze technique. One hundred thirty one students in grades four, five, and six from three schools in a large suburban school district in the Dallas-Fort Worth Metroplex who had parental consent participated in the study. The results of this study indicated that the Fry Readability Graph produced readability levels more consistent with the reading levels of intermediate grade students than did the Dale-Chall Readability Formula. No significant relationship existed between the students' cloze performance and the Fry and the Dale-Chall readability measures. No significant relationship existed between the students' judgment and the teachers' judgment of reading difficulty and the performance of the students on the cloze tests. A significant relationship existed between the teachers' judgment of reading difficulty and the readability levels established by the Fry Readability Graph, but not with the Dale-Chall Readability Formula. Differences in the cloze scores by sex were not significant. Significant differences existed between students' performance on the cloze and the different textbooks. Teaching experience apparently did not aid the teachers in judging the readability levels of the science textbooks similarly to the Fry or the Dale-Chall readability measures. Due to the poor performance of the subjects in this study on the cloze tests and the frustration experienced by all of the groups, the researcher recommends more research investigating the cloze technique and other readability measures using science materials. ------------------------------------------------------------ Title: A STUDY TO DETERMINE THE OPTIMUM READABILITY LEVEL OF A TEXT IN RELATION TO STUDENTS' READING LEVELS AND ACHIEVEMENT IN A COMMUNITY COLLEGE INTRODUCTORY PSYCHOLOGY COURSE. Pub No: 8007514 Author: SULLIVAN, VINCENT JOSEPH Degree: EDD School: THE FLORIDA STATE UNIVERSITY Date: 1979 Pages: 66 Source: DAI-A 40/09, p. 4866, Mar 1980 Subject: EDUCATION, COMMUNITY COLLEGE (0275) ------------------------------------------------------------ Title: A TEXT IN CONTEMPORARY WORLD PROBLEMS WRITTEN IN ACCORDANCE WITH SELECTED READABILITY AND INTEREST FORMULAS Pub No: 5901055 Author: FINKELSTEIN, MILTON Degree: EDD School: NEW YORK UNIVERSITY Date: 1958 Pages: 605 Source: DAI- 19/11, p. 2840, Fall 1972 Subject: EDUCATION, HISTORY OF (0520) ------------------------------------------------------------ Title: A TRANSFORMATIONAL ANALYSIS OF THE VALIDITY OF THE CLOZE PROCEDURE AS A MEASURE OF READABILITY. Pub No: 7724575 Author: SHIBATA, FRANCES HATCH Degree: PHD School: SYRACUSE UNIVERSITY Date: 1976 Pages: 122 Source: DAI-A 38/05, p. 2693, Nov 1977 Subject: EDUCATION, SECONDARY (0533) ------------------------------------------------------------ Title: A VALIDATION OF THE PREDICTIVE ACCURACY OF READABILITY FORMULAS APPROPRIATE FOR USE WITH HIGH SCHOOL BIOLOGY TEXTS. Pub No: 7803295 Author: WESTERN, DOROTHY ELIZABETH Degree: PHD School: PURDUE UNIVERSITY Date: 1977 Pages: 273 Source: DAI-A 38/10, p. 6043, Apr 1978 Subject: EDUCATION, SCIENCES (0714) ------------------------------------------------------------ Title: A WORD LIST TO BE EMPLOYED WITH THE DALE-CHALL READABILITY FORMULA FOR THE APPRAISAL OF READABILITY LEVELS OF CATHOLIC MATERIALS Pub No: 6803722 Author: STOCKER, LEONARD PHILIP Degree: PHD School: FORDHAM UNIVERSITY Date: 1967 Pages: 247 Source: DAI-A 28/11, p. 4496, May 1968 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: Bridging the second digital divide: Readability of news Web sites Pub No: 1412209 Author: Forbes, John David; Degree: MA School: CALIFORNIA STATE UNIVERSITY, FRESNO Date: 2002 Pages: 65 Adviser: Copeland, Deborah ISBN: 0-493-97514-4 Source: MAI 41/04, p. 876, Aug 2003 Subject: INFORMATION SCIENCE (0723); JOURNALISM (0391); EDUCATION, TECHNOLOGY (0710) Abstract: This study addresses the need to study the second digital divide as represented in disparities in access to information technology with respect to readability level. Accordingly, this study examines differences in readability level between print news sources and Internet news sources. To accomplish the research task, this thesis used a purposive sample technique to collect and analyze articles from the eight most popular news sources, four from the Internet and four from newspapers. The findings show that the Internet news sources have a significantly higher readability score than the print news sources. The conclusions suggest that educators become aware of the reading difficulty of Internet sources and that Internet content creators produce material that matches the reading level of a larger population. The study also recommends additional study to investigate factors that hinder members of the population from accessing information technology. ------------------------------------------------------------ Title: CERTAIN LANGUAGE FACTORS IN THE READABILITY OF PRIMARY READING TEXTBOOKS Author: STAIGER, RALPH C. Degree: PHD School: TEMPLE UNIVERSITY Date: 1953 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: Chinese readability analysis using artificial neural networks Pub No: 3023689 Author: Jeng, Cheng-Chang; Degree: EdD School: NORTHERN ILLINOIS UNIVERSITY Date: 2001 Pages: 202 Adviser: Lockard, James ISBN: 0-493-35858-7 Source: DAI-A 62/08, p. 2715, Feb 2002 Subject: EDUCATION, READING (0535); EDUCATION, TECHNOLOGY (0710); COMPUTER SCIENCE (0984); ARTIFICIAL INTELLIGENCE (0800) Abstract: This study investigated numerous variables that may affect readability and the potential of artificial neural networks (ANN) to estimate Chinese readability while also exploring the creation of more powerful linear models than previous researchers'. To compare the accuracy among four types of methods, the following were compared to each other: a linear regression model proposed in previous research, a linear regression model, ANNs, and human judgments. The results of the comparisons show that the ANN models offered the best estimates among the four models when the comparisons were based on an instrument compiled from 12 official textbooks. Human judgments offered more reliable prediction results and none of the mathematical models achieved good accuracy when the comparisons were based on an instrument compiled from 12 children's books. These results suggest that human judgments are preferable to computational models when unfamiliar readings are involved. Issues discussed include the validity of assigned readability levels and the merits of the various models. Suggestions for future research include adding grammatical variables, using longer passages, and using fuzzy logic in instrument design. Application of the ANN model to English readability is a logical next step. Regardless of language, accurate readability estimates are important to the creation of linguistically suitable instructional materials. ------------------------------------------------------------ Title: Classic readability formulas in an EFL context: Are they valid for Japanese speakers? Pub No: 9938670 Author: Greenfield, Gerald Richard; Degree: EdD School: TEMPLE UNIVERSITY Date: 1999 Pages: 281 Adviser: Ellis, R. J. ISBN: 0-599-39966-X Source: DAI-A 60/07, p. 2429, Jan 2000 Subject: EDUCATION, READING (0535); EDUCATION, LANGUAGE AND LITERATURE (0279) Abstract: Classic readability formulas have been widely used to match English texts to native English speaking readers, for whom the formulas have been extensively validated. They are also being used in ESL and EFL contexts, for which they have not been conclusively validated. Recent research on second language reading, together with consideration of the nature of the formulas and assumptions on which they rest, raise questions about their validity for EFL readers. This project investigates the validity of the Flesch, Flesch-Kincaid, Bormuth, Coleman-Liau, and New Dale-Chall formulas for predicting the readability of English texts for Japanese college students. Validity is tested in multiple ways, using a new criterion established by cloze testing of 200 Japanese students over 31 passages assembled by Bormuth. The observed difficulty of the criterion passages is compared with their difficulty predicted by each of the classic formulas, finding Pearson correlations ranging from.691 to.861. Using the models of the classic formulas, new regressions are made against the new criterion, and their predictions of difficulty are compared with predictions by each of the original formulas. For Coleman-Liau, Bormuth, and Dale- Chall models the recalculated formulas were found to be significantly more accurate than the original formulas. In addition, a new Miyazaki EFL Readability Index was constructed using only two easily measured text variables. Producing scores on a 100-point scale, the formula has an adjusted coefficient of determination of.726, superior to all but the recalculated Bormuth formula. Finally, the relationship of observed difficulty to readers' TOEFL scores was explored and found to be too weak to support indexing readability to TOEFL proficiency of this group. On the strength of these findings, the classic formulas are probably valid for use with Japanese EFL students, although they require interpretation. Increases in accuracy found for recalculated formulas, while statistically significant, may not be sufficient to replace formulas conveniently available for computer measurement. However, the new Miyazaki Index offers an easy to use alternative that also appears to be highly valid. ------------------------------------------------------------ Title: CLOZE TESTS AS MEASURES OF READABILITY AND COMPREHENSION ABILITY Pub No: 6302586 Author: BORMUTH, JOHN ROBERT Degree: EDD School: INDIANA UNIVERSITY Date: 1962 Pages: 205 Source: DAI- 23/11, p. 4218, Sep 1968 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: COHESIVE TIES, CLOZE, AND TEACHER RATINGS AS MEASURES OF READABILITY AND WRITING QUALITY Pub No: 8304808 Author: RENFROW, DONATA Degree: PHD School: GEORGIA STATE UNIVERSITY Date: 1982 Pages: 150 Source: DAI-A 43/10, p. 3278, Apr 1983 Subject: EDUCATION, READING (0535) Abstract: Purpose. The purpose of this study was to examine the relationship of cohesive ties in essays to a measure of reader comprehension (cloze test) and a measure of teacher judgment of the essays' quality (analytic rating). Researchers have estimated the readability of prose. Formulas primarily used word and sentence length as the best predictors of reading difficulty. Writers, however, could not manipulate those variables consistently to adjust comprehensibility of a text. Other measures of readability, based on syntax, had a sentence-level focus and did not accommodate semantic cues. Recent research has introduced the possibility of including semantic cues and extending the unit of analysis to larger units of discourse. Halliday and Hasan (1976, 1980) provided a system for analyzing prose by scoring cohesive ties which join sentences as a text. Method. Seventy-two essays, which were assigned analytic ratings in a previous study, were prepared for cloze testing and given to college freshman. Mean cloze scores based on four readings were calculated. Each essay was scored for cohesive ties. Intercorrelations were calculated for ties, cloze scores, and ratings. A partial correlation factored out the influence of essay length. Results. The correlation between ties and analytic ratings was .440. Of the ties, conjunctive and lexical had the highest correlations (r = .364 and r = .391). Correlations between cloze scores and cohesive ties and cloze scores and analytic ratings were small. Conclusions. The relationship between analytic ratings and cohesive ties was moderate. Variations among the categories indicate some ties were more strongly related to ratings than others. A low correlation between ratings and cloze scores suggested they may measure different attributes of prose. Correlations with cloze may have been depressed because of low score variance. Continued research with these variables using other types of prose is warranted. ------------------------------------------------------------ Title: COMPARISON OF READABILITY OF SPECIALITY KNOWLEDGE TESTS TO READING ABILITIES OF AIR FORCE ENLISTED PERSONNEL (UNITED STATES AIR FORCE) Pub No: 9328681 Author: BAUGH, JANET KAY Degree: PHD School: TEXAS A&M UNIVERSITY Date: 1993 Pages: 144 Adviser: SEAMAN, DON F.; GARCIA, GONZALO JR. Source: DAI-A 54/05, p. 1741, Nov 1993 Subject: EDUCATION, READING (0535); EDUCATION, TESTS AND MEASUREMENTS (0288); EDUCATION, ADULT AND CONTINUING (0516) Abstract: The purpose of this study was to determine how well the Specialty Knowledge Tests (SKTs) selected for this study matched the airman population assigned to their respective Air Force career fields in regard to reading grade level (RGL). The specific research question that was examined in this study was to determine how closely the mean RGLs of each of the 20 E-5 SKTs matched the mean entrance RGLs of the airman population in each of the 20 corresponding Air Force specialties at the mean RGL or within 1 standard deviation (SD) below the mean RGL of the airman population (reduced RGL). Previous readability researchers have concentrated on using RGL formulas to estimate the RGLs of prose. In contrast, only a few studies were found that estimated the readability of multiple-choice tests. For this study, the FORCAST Readability Formula (Caylor, Sticht, Fox, & Ford, 1973) was used to collect the data and estimate the RGLs of each of the SKTs. In addition, the instructions were adapted to be applicable for use with multiple- choice tests. The basic design of this study was a comparison of the mean RGLs of the 20 E-5 SKTs selected for this study and the mean entrance RGLs of the airman population in the corresponding Air Force specialties. Then the mean RGL scores from each of the SKTs were compared to the mean entrance RGL scores of airmen in each of their respective Air Force specialties using data from Faneuff's (1990) 'Reading Grade Level on the Air Force Reading Abilities Test (AFRAT) Scale.' The results of this study indicated that all of the estimated mean RGLs of the 20 E-5 SKTs were above the mean RGLs and reduced RGLs of the airman population from the corresponding Air Force specialties. Therefore, the RGLs did not match. It was concluded that the readability levels of the 20 E-5 SKTS selected for this study were written above the reading abilities of the airman population from each corresponding Air Force specialty. ------------------------------------------------------------ Title: COMPREHENSION AND READABILITY OF DRUG INFORMATION: A COMPARATIVE STUDY AT DIFFERENT LEVELS OF READING ABILITY Pub No: 8708570 Author: STRATTON, TIMOTHY PATRICK Degree: PHD School: THE UNIVERSITY OF ARIZONA Date: 1986 Pages: 277 Source: DAI-A 48/03, p. 619, Sep 1987 Subject: EDUCATION, READING (0535) Abstract: Ley's Partial Model of Compliance suggests that patients who understand information given to them are more likely to remember the information and are more likely to be satisfied with the information. The model then suggests that these components will lead to greater patient compliance with medication regimens. To test the model, Patient Package Inserts (PPIs) describing thiazide diuretics from the American Association of Retired Persons, the American Medical Association, the Canadian Pharmaceutical Association, the Food and Drug Administration, the National Association of Retail Druggists, the United States Pharmacopoeial Convention and a Test PPI written by the Principal Investigator were used. The SMOG Readability Formula was used to determine the grade levels at which PPIs were written. One hundred thirty-six adults enrolled in GED classes in Tucson and other communities and 107 adults enrolled in remedial reading classes at Tucson's Pima Community College were administered the Zip Scale reading placement test and blocked by their reading abilities. Within each of the three blocks, subjects randomly received one of the seven information sheets or no sheet. Subjects took a multiple-choice test based upon information common to all of the PPIs, a cloze comprehension test based upon the PPI which they read, and completed a satisfaction survey which asked subjects to rate the PPI which they read. Subjects also read five vignettes describing fictitious patients taking thiazides who were confronted with different barriers to compliance. Subjects indicated how likely the fictitious patients were to overcome the barriers to compliance. Among this sample of remedial-reading adults, the Test PPI emerged as clearly superior to the others for any of the variables measured. This result would behoove providers of PPIs to rewrite PPIs, reducing the difficulty of these documents as much as possible. Ley's Partial Model of Compliance did not accurately describe the associations between Understanding, Memory, Satisfaction and Compliance for this sample. A New Model emerged describing different associations between these components and between subject reading ability and PPI readability. ------------------------------------------------------------ Title: COMPREHENSION OF THREE LEVELS OF SOCIAL STUDIES MATERIAL AS DESIGNATED BY A READABILITY FORMULA Pub No: 6816774 Author: ALLBAUGH, NANCY JEAN Degree: PHD School: THE UNIVERSITY OF IOWA Date: 1968 Pages: 150 Source: DAI-A 29/06, p. 1665, Dec 1968 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: COMPUTER ANALYSIS OF READABILITY FACTORS. Pub No: 7407414 Author: NORTON, WILLIAM HILL Degree: PHD School: THE UNIVERSITY OF IOWA Date: 1973 Pages: 165 Source: DAI-A 34/09, p. 5727, Mar 1974 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: CONTENT COMPARABILITY AND READABILITY: THEIR IMPACT ON SELECTED TEXTBOOKS AND SELECTED ACHIEVEMENT TEST BATTERIES' SUBTESTS Pub No: 8904613 Author: HEGMON, PORTIA JEAN Degree: EDD School: MEMPHIS STATE UNIVERSITY Date: 1988 Pages: 143 Adviser: RAKES, THOMAS A. Source: DAI-A 50/01, p. 65, Jul 1989 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727); EDUCATION, ELEMENTARY (0524); EDUCATION, READING (0535); EDUCATION, TESTS AND MEASUREMENTS (0288) Abstract: This study investigates whether there is comparability between the content of science textbooks and science subtests of standardized tests and whether the reading difficulty levels between science subtests of standardized tests and among science textbooks at specified grade levels differ significantly. The science subtests of two popular achievement test batteries and four science textbook series were analyzed. Research hypotheses. (1) There is no difference between science subtest content and science textbook content. (2) The indices of readability do not vary between selected science subtests at specified grade levels. (3) The indices of readability do not vary among science textbooks at specified grade levels. (4) There is no difference in the content of science textbooks at specified grade levels. No significant difference was found to exist in the content of the majority (ten) of the science subtest/science textbook content comparisons. In the remaining six, significant differences were found in the science subtest/science textbook content comparisons. A significant difference was found to exist between the reading difficulty levels of the Stanford Intermediate 1 science subtest and the Metropolitan Achievement Test Form L (grades 3.5-4.9) science subtest. No significant difference was found to exist between the reading difficulty levels of the Metropolitan Achievement Test Form L (grades 5.0-6.9) science subtest and the Stanford Achievement Test Intermediate 2 (grades 5.5-7.9) science subtest. No significant difference was found to exist in the reading difficulty levels of science textbooks at the fourth and sixth grade levels. Significant differences were found to exist in the reading difficulty levels of textbooks at the fifth grade level. No significant difference was found to exist in the content of science textbooks at the fourth grade level. A significant difference was found to exist in the content of science textbooks at the fifth and sixth grade levels. The lack of close comparability in the content and reading difficulty levels of science textbooks and science subtests indicates that there is a difference in the curricular intentions of school districts and textbook and test publishers. This lack of congruence could be partly responsible for low standardized test performance of students in science. This disparity may also be the basis for faculty decision making on the part of state, local, and building level administrators and teachers. (Abstract shortened with permission of author.) ------------------------------------------------------------ Title: CONTENT READABILITY AND SOCIAL STUDIES ACHIEVEMENT OF INTERMEDIATE STUDENTS READING BELOW GRADE LEVEL. Pub No: 7713935 Author: CONKLING, RICHARD DYSON Degree: EDD School: UNIVERSITY OF MIAMI Date: 1976 Pages: 215 Source: DAI-A 38/01, p. 98, Jul 1977 Subject: EDUCATION, ELEMENTARY (0524) ------------------------------------------------------------ Title: DETERMINATION OF THE APPROPRIATENESS OF ONCOLOGY LITERATURE FOR THE NURSE BY MEASURING READING LEVEL OF THE NURSE AND ONCOLOGY LITERATURE (READABILITY) Pub No: 8620118 Author: HENDERSON, BILLIE WILBURN Degree: EDD School: THE UNIVERSITY OF ALABAMA Date: 1986 Pages: 90 Source: DAI-A 47/06, p. 2002, Dec 1986 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727); HEALTH SCIENCES, NURSING (0569) Abstract: Nursing, like many other professions, is in the midst of exploding theory and technology. With this knowledge explosion, accepted methodologies rapidly become obsolete. Maintaining currency in nursing practice is a must. One of the areas of health care that has experienced the exploding theory and technology is oncology nursing. One avenue enabling nurses to expand their knowledge and keep their skills current is the large number of professional journals. Literature on oncology nursing has proliferated in the past decade. Authors of the publications exhibit a broad range of educational preparation. Manuscripts may be written by nurses holding diplomas, associate and baccalaureate degrees as well as master's and doctorates. Authors may be physicians, physiologists or sociologists. The audience for these journals include nurses who hold two-year associate, diploma, baccalaureate, masters and doctoral degrees. The diversity of educational preparation of the reader and the authors of published material initiated the question which instituted this study: Was nursing literature readable by the practicing nurse? The purpose of the study was to determine the readability of oncology literature for the practicing nurse. The grade level readability of selected oncology literature and the grade level at which practicing nurses read was measured and the relationship of the data determined. This was a descriptive study using the Fry Readability Formula, adapted, and the Nelson-Denny Reading Test (NDRT). Descriptive statistics for reading level and readability were calculated. A t-test for independent groups was used to determine statistical significance between the mean reading level and readability. A Mann- Whitney test was used to determine statistically significant differences between the median reading level and readability. A one-way analysis of variance (ANOVA) and Kruskal-Wallis non-parametric ANOVA were used to compare the means and medians of the three sources of oncology literature. Analysis of the data revealed that 54% of the nurses could read all of the literature. Data from the NDRT indicted that the reading grade level range was grade 8 through 16 with a mean of 14.30. The Fry Readability grade level ranged from grade 8 through 16, with a mean of 13.71. ------------------------------------------------------------ Title: DETERMINING READABILITY BY COMPUTER ANALYSIS USING THE FOURIER TRANSFORM TO CALCULATE THE SPATIAL FREQUENCIES OF WORDS Pub No: 8806924 Author: PIEPMEIER, KAREN SWANSON Degree: PHD School: OREGON STATE UNIVERSITY Date: 1987 Pages: 112 Source: DAI-A 49/03, p. 471, Sep 1988 Subject: EDUCATION, READING (0535) Abstract: The black and white pattern formed when an individual word is printed on a page was analyzed by the Fourier transform. The Fourier transform produces a sequence of sinusodial functions, usually called spatial frequencies, whose amplitudes depend upon the particular pattern analyzed. These amplitudes were examined to determine if the amplitudes of the spatial frequencies with particular frequencies indicated a level of readability. An extensive literature search indicated that there were no studies using the Fourier transform to study the readability of words. There were, however, many studies that indicated a renewed interest in a fast and easy method of determining readability. Words for this study were randomly chosen from Dale's 769 Word List, easier words, and Fry's word list of Spelling Demons, harder words. The data from the statistical analysis of the amplitudes of the spatial frequencies of these words correctly predicted whether the word was on the hard list of words or on the easy list of words with over 80 percent accuracy. ------------------------------------------------------------ Title: DEVELOPMENTAL SENTENCE SCORING AS A MEASURE OF READABILITY FOR FIRST-GRADE READING TEXTBOOKS. Pub No: 7523149 Author: POWERS, WANDA CHASON Degree: EDD School: THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO Date: 1975 Pages: 160 Source: DAI-A 36/04, p. 1924, Oct 1975 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: DEVELOPMENT AND PILOT TEST OF A PHOTOGRAPH READABILITY INDEX FOR USE IN TEXTBOOK ADOPTION DECISIONS Pub No: 9239731 Author: LANTZ, CHRISTOPHER JAMES Degree: PHD School: SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE Date: 1992 Pages: 346 Adviser: STADT, RON Source: DAI-A 53/08, p. 2781, Feb 1993 Subject: EDUCATION, TESTS AND MEASUREMENTS (0288); EDUCATION, CURRICULUM AND INSTRUCTION (0727); EDUCATION, AGRICULTURAL (0517); EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) Abstract: Methods from the fields of linguistics, reading, and cognitive psychology were utilized in the development and pilot test of a photograph readability instrument. The instrument was designed to eval‎uate photographic illustrations in textbooks. It assesses the level of visual information processing for viewers of particular photographs in both initial perception and prolonged encoding phases. The initial phase gathers information on how a viewer perceives a photograph during an initial brief period, that is, at a first glance. The latter phase entails extended exposure to the photograph and endeavors to reveal how a viewer encodes information while being influenced by a caption. Data gathered from viewers were meant to be applied to local adoption decisions for a particular text and group of students. First glance fixations were assessed by projecting photographs for 1/2 second, after which subjects drew what they could remember about this display and completed an affective questionnaire. Extended eye fixations were assessed by exposing subjects to the image with caption, and then a cognitive questionnaire was completed. Visual differences between images were displayed in the form of syntactic drawings, constructed from questionnaire data. The instrument was edited by a panel of five media experts. The revised instrument was then pilot tested on two groups of 15 media students. One group of 15 students eval‎uated 15 photos from one text and the other group eval‎uated 15 photos from a competing text. Each student eval‎uated one photograph, using an in-depth questionnaire format. The pilot test results were presented to the same panel of media experts, for use in an adoption decision. The panel concluded that the pilot results were useful in confirm‎ing subjective expert critique, but the complexity of gathering this information would be prohibitive for many adoption applications. The panel suggested that textbook publishers would have a more appropriate application for the instrument in the development of teachers guides and for developing creative visual thinking exercises. ------------------------------------------------------------ Title: DEVELOPMENT AND VALIDATION OF A CHECKLIST FOR ASSESSING THE READABILITY AND OVERALL QUALITY OF THE READING TEXTBOOKS CURRENTLY USED IN THE YEMEN ARAB REPUBLIC Pub No: 8824137 Author: AL-MEKHLAFY, MOHAMED HATEM Degree: PHD School: INDIANA UNIVERSITY Date: 1988 Pages: 265 Adviser: FARR, ROGER Source: DAI-A 49/09, p. 2599, Mar 1989 Subject: EDUCATION, READING (0535) Abstract: Despite the fact that school textbooks have a great impact on the quality of educational outcomes in the YAR, little attention had been directed to the careful study and eval‎uation of their appropriateness. The purpose of this study was to develop and validate a checklist for assessing the readability and overall quality of the elementary reading textbooks currently used in the YAR. The research design was both developmental and descriptive: developmental in that the researcher developed the proposed checklist and descriptive in that the researcher described the process followed in validating the checklist and assessing its reliability. An examination of the checklist by two groups of educational experts revealed supporting evidence for the checklist's face and content validity. A pilot study revealed that a group of potential users of the checklist understood the directions and procedures for completing the checklist's rating scale. The checklist's reliability was assessed by conducting a test-retest study. The reliability coefficients of the checklist and its subsections ranged from.72 to.95. The construct validity of the checklist was examined within the context of assessing the reading textbooks of both third and sixth grades. The results of using the checklist in assessing the readability of those textbooks were compared to the results of two other methods: Al- Heeti's (1984) readability formula and cloze tests. For each textbook, ten passages were randomly selected from different sections of each book and were used for calculating the readability of the book according to Al- Heeti's readability formula. Similarly, four cloze tests were constructed from different sections of each textbook and administered to a total of 1,543 students. The correlation coefficient between the readability section of the checklist and Al-Heeti's readability formula was.87. Similarly, the correlation coefficient between the checklist and cloze tests was.78. This study concludes that the checklist is a valid and reliable instrument for assessing the readability and overall quality of elementary reading textbooks. The study also concludes that the checklist will be a significant contribution to the improvement of Arabic textbooks. It will be of general use to curriculum developers, textbook authors, and classroom teachers. ------------------------------------------------------------ Title: DEVELOPMENT OF AN ALTERNATIVE METHODOLOGY FOR DETERMINING THE READABILITY OF TEXT Pub No: 9509225 Author: SINGH, JUDY Degree: PHD School: VIRGINIA COMMONWEALTH UNIVERSITY Date: 1994 Pages: 155 Adviser: RICHARDSON, JUDY S. Source: DAI-A 55/11, p. 3462, May 1995 Subject: EDUCATION, READING (0535); HEALTH SCIENCES, EDUCATION (0350) Abstract: Readability formulas are often used for developing reading materials and for determining the reading level of written materials. However, research has indicated that because readability formulas include only two of several variables they are inaccurate as predictors of reading level and ineffective as writing guides. In this study the Readability Assessment Instrument (RAIN) was developed to assess readability in terms of a number of variables previously identified as contributing to comprehension. Validation of the RAIN was conducted in two phases. In Phase I, 30 brochures related to heart disease, oncology, and AIDS were analyzed using the SMOG readability formula and the RAIN. Results showed that on the SMOG formula, 97% of the brochures were written at or above the 9th-grade level. Analysis on the RAIN showed that the brochures incorporated several variables identified as facilitating comprehension but they were not used to the extent necessary to ensure full comprehension of the brochures. Brochures identified by the SMOG to be at the same reading level varied in terms of the variables incorporated in the RAIN, indicating that the brochures were not equivalent in terms of readability. In Phase II, two brochures were selected, one on heart disease and one on cancer. The heart brochure was written at the 8th-grade level and rated as 'very readable' on the RAIN. The cancer brochure was written at the 9th-grade level and rated as 'extremely difficult.' Twenty adults reading at or about the 8th- grade level read the two brochures, rated them in terms of their readability, and commented on the variables that affected their comprehension of the brochures. Their language orientation, and prior knowledge and interest in heart disease and cancer was also assessed. Of the 20 subjects, 18 gained higher scores on the heart than on the cancer brochure irrespective of their language orientation, and prior knowledge and interest in these two areas, as predicted by the RAIN. The subjects' comments on the readability of the brochures were consistent with the variables included in the RAIN. The RAIN appears to provide a more valid measure of readability than the SMOG. ------------------------------------------------------------ Title: DISCOURSE COHERENCE AND READABILITY: A STUDY OF THE EFFECTS OF COHERENCE MARKER DENSITY ON READING COMPREHENSION. Pub No: 7605163 Author: FERRY, CLIFFORD LLOYD Degree: PHD School: UNIVERSITY OF OREGON Date: 1975 Pages: 127 Source: DAI-A 36/09, p. 5765, Mar 1976 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: EFFECTS OF COLOR AND PRINT SIZE ON READABILITY Pub No: 8412779 Author: JOHNSTON, RAYMOND L. Degree: PHD School: UNIVERSITY OF MISSOURI - COLUMBIA Date: 1983 Pages: 93 Source: DAI-A 45/03, p. 796, Sep 1984 Subject: EDUCATION, READING (0535) Abstract: The need for easily read printed materials is very real in the teaching profession. With the many choices of paper color and types of print available, the teacher must be able to make an intelligent choice concerning the combinations of color and print. A review of literature indicated that much work has been done with ink color and light intensity's affect on reading. Literature also indicated that researchers in readability and publishers need to work together to produce more easily read materials. Purpose of the Study. The purpose of this study was to ascertain readability for color and print combinations presented. The background colors were blue and white and the print types were standard 10 point pica and orator-- types and colors readily available to educators. Research questions were: (1) To what extent does changing combinations of type size of printed materials from 10 point pica type to orator type and background color from white to blue affect readability of printed materials for adults--in this case, vocational agriculture teachers? (2) To what extent does the opinion of the respondents vary as to the difficulty of the ease of reading of printed materials when combinations of 10 point pica type and orator type is used with either white or blue background? Procedures. The sample for the study included 192 of the 323 secondary vocational agriculture teachers of Missouri attending the teachers conference held during the 1983 state FFA contests and convention. The subjects were randomly selected for the four cells. The cells contained subjects receiving test instruments of: (1) white background with pica type; (2) white background with orator type; (3) blue background with pica type; and, (4) blue background with orator type. All subjects received the same instructions for completing the test instrument. In addition, all were in the same room; therefore, light, noise and other factors were the same for all participants. Upon completion of the test, the participants were released. Conclusions. Based on the results of the study, it was concluded that: (1) The background color blue or white does not affect preference or readability for this group of subjects; (2) The type--standard 10 point pica or orator type--does not affect preference or readability for this group of subjects. Either of the types or background color would be effective in presenting printed materials to adult learners. Implications here are for college level courses, GED programs for adults and industry in its training programs. ------------------------------------------------------------ Title: ESTIMATED READABILITY AND ILLUSTRATIONS OF TEXAS HISTORY TEXTBOOKS, 1903-1992 Pub No: 1348335 Author: BROWN, GLENN WILLIAM Degree: MED School: LAMAR UNIVERSITY - BEAUMONT Date: 1992 Pages: 107 Adviser: JOHNSON, AILEEN Source: MAI 30/04, p. 961, Winter 1992 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727); EDUCATION, READING (0535); EDUCATION, SOCIAL SCIENCES (0534) Abstract: Textbooks have been a controversial topic in Texas for many years. However, textbooks are a component of the public school curriculum which has not been as extensively studied as have other parts of the curriculum. Few studies have been done of the estimated readability, size and composition of specific content textbooks over multiple adoption periods. The objective of the study was to determine how Texas history textbooks have changed over the past ninety years. Factors to be investigated were the estimated readability of the textbooks, the number of pages of text, and the number of pages of illustrations. Readability estimates were compared between and among adoption groups and significant changes in the levels of estimated readability were observed among the textbooks. A relationship between pages of illustration and pages of text was observed, but no relationship appeared to exist between the percentage of pages of illustration and the estimated readability levels. ------------------------------------------------------------ Title: ESTIMATION OF 'READABILITY' OF BOOKS READ BY PUBLIC SCHOOL PUPILS Author: SMITH, EDGAR A. Degree: PHD School: INDIANA UNIVERSITY Date: 1954 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: EXTENT OF AGREEMENT OF READING TESTS AND READABILITY MEASURES Pub No: 7327554 Author: BRADLEY, JOHN MICHAEL Degree: EDD School: UNIVERSITY OF PENNSYLVANIA Date: 1973 Pages: 406 Source: DAI-A 34/05, p. 2379, Nov 1973 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: FIGURATIVE LANGUAGE AS A READABILITY VARIABLE IN THE STUDY OF THE SHORT STORY Pub No: 7021339 Author: BABCOCK, NATALIE C. Degree: EDD School: OKLAHOMA STATE UNIVERSITY Date: 1969 Pages: 95 Source: DAI-A 31/08, p. 3765, Feb 1971 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: FORMATIVE EVAL‎UATION OF THE COMPREHENSIBILITY OF WRITTEN INSTRUCTION (READABILITY, COMMUNICATION, COMPOSITION, STYLISTIC) Pub No: 8609547 Author: MCLEAN, JAMES IVAN Degree: PHD School: THE UNIVERSITY OF TEXAS AT AUSTIN Date: 1985 Pages: 357 Source: DAI-A 47/02, p. 484, Aug 1986 Subject: EDUCATION, READING (0535) Abstract: In this study, the relationships between changes made during the development of written instruction and the effectiveness of the materials when presented to learners were examined. For this purpose, writers and judges were asked to assess factors affecting the comprehensibility of passages before and after revision. The predictive validity of these assessments was then tested by administering the materials to students. The instrument for this study was formulated by translating modern concepts of reading comprehension and instructional development into guidelines for writers. These guidelines were in the form of anchored rating scales related to each of the following factors: (1) familiarity of vocabulary, (2) sentence complexity, (3) use of examples, metaphors, and analogies, (4) use of illustrations, (5) use of other strategies which consider the reader's knowledge, (6) brevity versus elaboration, (7) variety, (8) statement of objectives, (9) provision for student practice, (10) clarity of organization, (11) clarity of references, and (12) the author's revision strategy. These scales were used by writer-subjects who rated one of two original passages, revised it, and then rated the revision. Judges then used the first 11 scales to rate both the original and revised passages. The materials were then administered to students, who took four-level multiple-choice tests in both closed-book and open-book conditions. Regression equations based upon aptitude, content assessments, self-ratings of writers, and ratings by judges predicted much of the variance in the student scores. Thus, this study found strong predictive relationships between the changes made during instructional development and the students' success in using the resulting materials. However, this predictive relationship involves three major qualifications. First, the optimum regression equation was different for each level of meaning in the student test and also different for the open-book versus closed-book condition. Second, writers collectively improved the two original passages only in the presentation of word meanings. Third, this study supported the need to test materials with actual learners. ------------------------------------------------------------ Title: Fourth graders' literal and inferential reading comprehension: Effects of readability and answer format Pub No: 9975986 Author: Green, Laura Brueggeman; Degree: PhD School: UNIVERSITY OF WASHINGTON Date: 2000 Pages: 65 Adviser: Carpenter, Robert L. ISBN: 0-599-81716-X Source: DAI-B 61/06, p. 3033, Dec 2000 Subject: HEALTH SCIENCES, SPEECH PATHOLOGY (0460); PSYCHOLOGY, COGNITIVE (0633); EDUCATION, ELEMENTARY (0524) Abstract: The goal of reading is to gain meaning from text. Subsequently, reading comprehension skills become a much greater focus in third or fourth grade as children begin reading text to learn. A text's meaning is a combination of the explicit, literal meanings of the sentences themselves, as well as the inferential meanings that can be uniquely generated by the reader. Inferential comprehension is critical to reading success. Assessment of inferential reading comprehension in the classroom is often completed in the context of passage-reading tasks (i.e. read a passage and answer questions that follow). Many variables can influence and potentially confound this type of assessment. The purpose of this study was to examine the effects of two such variables, text readability level and the use of different answer formats, on fourth-grade readers' ability to gain literal and inferential meaning during reading. Sixty normally-achieving fourth graders participated in the study. Tasks were comprised of passages and items that varied as to readability level (below-grade-level vs. grade-appropriate), and items that varied as to answer format (multiple- choice vs. short-answer), and question type (literal vs. inferential). Once the participants completed all three tasks, the items were scored and reorganized into eight separate subscales used for comparison in this study. A 3-factor repeated-measures analysis of variance was used to examine effects of readability and answer format on literal and inferential comprehension performance. Participants performed consistently better at below-grade-level readability levels on both literal and inferential comprehension and in both answer formats. Moreover, there were differential effects of answer format on literal comprehension performance at different readability levels. On below-grade- level literal subscales, participant performance on literal questions was significantly better in the multiple-choice format; however, at a grade-appropriate readability level , participant performance on literal questions was significantly better in the short-answer format. Answer format did not significantly affect performance on inferential questions. These results indicate that both readability and answer format influence assessment of literal and inferential comprehension performance, and should be taken into account if accurate eval‎uation is to take place. ------------------------------------------------------------ Title: GENERALIZABILITY OF 'READING MISCUE INVENTORY' SCORES GENERATED BY AVERAGE READERS IN GRADE THREE ON BASAL- READER FICTIONAL SELECTIONS OF COMPARABLE LENGTH AND READABILITY LEVEL. Pub No: 7811755 Author: WOLF, ANNE ELIZABETH Degree: PHD School: THE UNIVERSITY OF WISCONSIN - MADISON Date: 1978 Pages: 263 Source: DAI-A 39/03, p. 1500, Sep 1978 Subject: EDUCATION, TESTS AND MEASUREMENTS (0288) ------------------------------------------------------------ Title: Health education materials: Readability, usability, and suitability Pub No: 9937819 Author: Iseri, Chie; Degree: EdD School: PEPPERDINE UNIVERSITY Date: 1999 Pages: 100 Adviser: Garcia, Cara ISBN: 0-599-39099-9 Source: DAI-A 60/07, p. 2393, Jan 2000 Subject: EDUCATION, HEALTH (0680); HEALTH SCIENCES, NUTRITION (0570) Abstract: Health-education materials were examined to determine if presentation in expository, conversational (matching oral language), or mapped formats made those publications more or less readable. Twelve booklets that included four health-education topics—asthma, blood pressure, diabetes, nutrition—presented in three formats—expository, conversational, mapped—were selected to compare the readability—the easiest, the middle, the hardest. A rating sheet was developed and distributed to each of the 30 volunteer subjects, 15 neighbors and 15 health-care professionals, who rated the readability of those booklets. The SAM scoring sheet developed by Doak, Doak, and Root was modified and applied to all the 12 booklets. The SAM scores, the percent scores, and the Fry reading grade level scores were compared to determine the readability of health-education booklets. The frequencies and percentages of the readability ratings, for the three presentation formats, based on responses of the neighbors and health-care professionals, were summarized to answer the three research questions, and were compared with the SAM scores in percentile and Fry's grade level scores to draw conclusions. The health-education materials presented in the mapped format were found to be the easiest to read and understand, the expository format was a distant second, and the conversational format was a very close third to the expository format. Findings on the SAM scores, percent scores, and Fry's reading grade level scores indicated that the mapped format is the most suitable and easiest to read and understand; however, all of these scores rated the conversational format as in the middle, and the expository format as the least suitable and the hardest to read and understand. Conclusions drawn from the study were: health-education booklets written in mapped format are the easiest to read and understand for readers from diverse backgrounds, experiences, and knowledge; booklets written in expository format in general are the most difficult to read and understand. ------------------------------------------------------------ Title: IDENTIFICATION, SYNTHESIS AND TRANSLATION OF DESIGN CONCEPTS AND SUBCONCEPTS INTO THE READABILITY LEVEL OF UPPER ELEMENTARY STUDENTS Pub No: 8325276 Author: JOHNSON, NEAL CONSTANTINE Degree: DED School: UNIVERSITY OF OREGON Date: 1983 Pages: 461 Source: DAI-A 44/07, p. 2017, Jan 1984 Subject: EDUCATION, ART (0273) Abstract: The purposes of this study were three-fold: (1) identify and synthesize design concepts and subconcepts; (2) translate some of these into the readability level of the upper elementary student; and (3) construct a sample lesson centered around their integration written at the upper elementary student's readability level. The study consisted of two integrated parts. In part I, three areas of art education design literature were examined to: (1) provide an overview of concepts regarding the teaching of design; and (2) use the most frequently promoted concepts to design a vocabulary readable to upper elementary students and teachers with an example of a lesson application. The findings in part I were utilized in part II: (1) identified design concepts and subconcepts embodied western traditional and Gestalt psychology definitions of design; (2) design concepts most frequently included were used; (3) varied definitions of design concepts were utilized to identify concepts for use in this study; (4) design theories based on western tradition and Gestalt psychology were applied to identify three types of subconcepts; (5) suggestions for design activities related to integration of design elements and principles were employed to construct a sample lesson; and (6) suggestions pertaining to why, when, how and what types of design activities should be taught to children were not used. Part II consisted of procedures and criteria to identify, synthesize and limit design concepts and subconcepts included in the literature reviewed. The grade level readability of this material was identified using the readability formulas of Dale and Chall, Fry and Raygor. According to these formulas, this material was beyond the readability level of upper elementary students. It was rewritten and translated into their readability level. Definitions of art terms were placed into a glossary. A sample lesson was written at the upper elementary student's readability level. This study has implications to those using the results. If teachers and curriculum designers adapt these procedures, upper elementary students may potentially attain a better design knowledge, since more reading material will be available. Novice art teachers should gain a stronger knowledge of design, since concepts will have been translated into terms they may better understand. ------------------------------------------------------------ Title: IMAGE READING AND IMAGE READABILITY EXPERIMENTS AMONGST E.G.B. PUPILS Author: MONGE MIGUEL, JUAN JOSE Degree: LITTD School: UNIVERSIDAD DE SALAMANCA (SPAIN) Date: 1991 Pages: 787 ISBN: 84-87412-46-7 Languange: SPANISH Source: DAI-C 53/03, p. 387, Fall 1992 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: The subject matter of this thesis is the understanding of images analysed under the twin set of variables which affect this phenomenon: subject reader variables and image variables. The general aim is to clarify the effectiveness of illustrations in text books. Hypothesis: (1) Sixth year E.G.B. students receive quantatively differential information depending on whether verbal, image or verbal-image codes are employed. (2) There exist in the pupils themselves, psychic, lectorial and experiential-cultural structures which determine their understanding of the image. (3) We can predict the understanding of images on the basis of the structures of the previous hypothesis. (4) Image readability is directly related to the message received by the pupil, that is to say, there is a direct relation between the message which is expected to be transmitted by the characteristics of the images and that which the pupil actually receives. The forms of data-processing effected were those of simple and interacting variance for the first hypothesis, factorial analysis for the second and stepwise regression for the third and fourth. Through analysis and interpretation of the corresponding results of the first three hypotheses, their estimation, validation and proof of reliability of the cloze as a test of the understanding of images were confirmed. As regards the fourth hypothesis, there do exist some indices of confirmation, an aspect which has been left open but should be further tested with a larger sample. ------------------------------------------------------------ Title: JUDGMENT ANALYSIS TECHNIQUE APPLIED TO READABILITY PREDICTION OF ARABIC READING MATERIAL Pub No: 8411458 Author: AL-HEETI, KHALAF NASSAR Degree: PHD School: UNIVERSITY OF NORTHERN COLORADO Date: 1984 Pages: 175 Source: DAI-A 45/04, p. 1080, Oct 1984 Subject: EDUCATION, READING (0535) Abstract: Readability studies indicated problems associated with the judgmental method used in developing readability prediction equations. Some studies recommended further research to refine the judgmental method and overcome problems related to it. The purpose of this study was to investigate Judgment Analysis (JAN), a new statistical technique and research methodology in the area of readability, to determine if its application improved the judgmental method and solved its problems. Accomplishment of this purpose would make a significant contribution to areas of readability and research methodology. In the design of this study, the JAN technique was applied to judgment scores of 15 Iraqi primary school teachers who scored 60 passages selected from Arabic primary reading textbooks used in the first through sixth grades. Teachers scored each passage according to a 6- point scale, following the Q-sort technique to produce rectangular or uniform distribution. This means each teacher assigned 10 passages to each point on the scale, ranging from the 10 easiest passages, suitable for first grade and scored 1, to the 10 most difficult passages, suitable for sixth grade and scored 6. Teachers used a Fused JAN to capture a systematic policy. The judgment scores were used as the criterion variable, and the scores of five linguistic variables were used as predictor variables. A setwise regression analysis was used to analyze the policies captured by JAN. The following main findings and conclusions were reported: (1) The JAN technique results showed that the intrarater and interrater consistencies of the teachers were statistically significant. (2) The low R('2) of teacher policy may be attributed to use of a large number of passages (60), along with linguistic variables with narrow variability within and between each of them. (3) None of the teachers adhered to all of the linguistic variables in his judgments. (4) There was no evidence that all of the teachers used a Fused JAN systematically throughout their judgments. (5) Two honogeneous judgmental policies were captured by the JAN technique. (6) The JAN technique with setwise regression analysis can be utilized to develop valid, reliable, and easily calculated readability prediction equations. ------------------------------------------------------------ Title: LEVELS OF READABILITY OF GENERAL SHOP TEXTBOOKS COMPARED WITH THE READING ABILITIES OF NINTH-GRADE INDUSTRIAL ARTS STUDENTS Pub No: 6004047 Author: MILLER, WILBUR RANDOLPH Degree: EDD School: UNIVERSITY OF MISSOURI - COLUMBIA Date: 1960 Pages: 126 Source: DAI- 21/06, p. 1426, 1962 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: LEXICAL AND STRUCTURAL ITEMS AS PREDICTORS OF READABILITY FOR HIGH AND LOW ABILITY READERS Pub No: 7010200 Author: JEFFERSON, GEORGE LEE, JR. Degree: PHD School: UNIVERSITY OF GEORGIA Date: 1969 Pages: 152 Source: DAI-A 30/12, p. 5287, Jun 1970 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: LIVONIA, MICHIGAN: AN HISTORICAL STUDY WHOSE FINDINGS HAVE BEEN USED IN THE PREPARATION OF A SOCIAL STUDIES TEXTBOOK HAVING A MIDDLE ELEMENTARY GRADE READING LEVEL AS DETERMINED BY THE SPACHE READABILITY FORMULA. Pub No: 6405110 Author: SERVETTER, LEONARD NATHANIEL Degree: EDD School: WAYNE STATE UNIVERSITY Date: 1963 Pages: 142 Source: DAI- 25/01, p. 266, Dec 1966 Subject: EDUCATION, HISTORY OF (0520) ------------------------------------------------------------ Title: PICTURE-FORMING WORDS AND READABILITY OF COLLEGE HISTORY TESTS Pub No: 0004601 Author: WHARTON, WILLIAM POLK Degree: PHD School: COLUMBIA UNIVERSITY Date: 1952 Pages: 186 Source: DAI- 13/01, p. 65, Aug 1968 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: PROCEDURAL YIELDS IN ASSESSING READABILITY OF SECONDARY AND POST-SECONDARY CARPENTRY LITERATURE: CURRICULAR AND OCCUPATIONAL RELATIONSHIPS Pub No: 8112844 Author: THORNTON, L. JAY Degree: PHD School: THE PENNSYLVANIA STATE UNIVERSITY Date: 1981 Pages: 164 Source: DAI-A 42/01, p. 189, Jul 1981 Subject: EDUCATION, VOCATIONAL (0747) Abstract: The purpose of the study was to eval‎uate the overall usefulness of readability analysis procedural yields regarding carpentry curricular and occupational literature. That general purpose was divided into four parts: (a) examination of mean as a measure of central tendency; (b) determination of readability levels at beginning and end of textbook concept units; (c) determination of the distribution of readability level throughout carpentry textbooks; (d) comparison of readability levels of curricular and occupational curricular literature. Related literature identified several readability formulas used to analyze vocational literature. Of these formulas, the Flesch readability procedure was found to be used most often. Secondary and post-secondary teachers in central Pennsylvania identified the literature used to teach carpentry. Carpentry materials and tools manufacturers identified the occupational carpentry literature. The respective literature was obtained and analyzed according to the requirements of each part of the study. Analysis of data involved indexes of skew and kurtosis, with accompanying means and standard deviations for part one. Data analysis in part two included means, t values for paired data, standard deviation, and homogeneity of variances to compare readability levels at the beginning and end of concept units. Part three data were achieved by use of the Pearson Product-Moment Correlation and Fisher-Z tests of significance to determine the relationship between readability and location within carpentry textbooks. Data analysis in part four consisted of means, standard deviations, homogeneity of variances, and t values for independent data to compare curricular and occupational readability levels. The analyzed data supported these major conclusions: (1) Mean is an inappropriate measure of central tendency for reporting carpentry literature readability analysis results. (2) No trend of differences exists between the readability levels at the beginning and end of carpentry curricular literature. (3) Carpentry textbooks do not promote reading skill development by gradual increase of readability level throughout the books. (4) Curricular and occupational carpentry literature are not written at consistently equal readability levels. ------------------------------------------------------------ Title: READABILITY ANALYSIS OF THE 11TH AND 12TH GRADE EARTH SCIENCE TEXTBOOKS USED IN THE PUBLIC SCHOOLS IN SAUDI ARABIA Pub No: 8229339 Author: ABANAMI, ABDULMOHSIN ABDULAZIZ Degree: EDD School: UNIVERSITY OF HOUSTON Date: 1982 Pages: 155 Source: DAI-A 43/07, p. 2212, Jan 1983 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: The concept of readability has been given great attention in the past 50 years. The notion that textbook reading difficulty needs to be matched with student reading ability has been emphasized by readability investigators. Authorities in the field have ascertained that science textbooks are often too difficult for students to read. The literature has also indicated that science textbooks present unique problems to readability. The purpose of this study was to determine the percentage of the eleventh and twelfth grade earth science students who demonstrate a reading ability at the independent, instructional, and frustrational reading levels, to establish the cloze score intervals at each level, and to determine the efficacy of using the cloze procedure to measure reading comprehension in the Arabic language. The study sample consisted of 157 eleventh and 152 twelfth grade students drawn from six randomly selected high schools in the district of Riyadh, Saudi Arabia. A multiple-choice comprehension and cloze tests constructed from three selected passages taken from each of the eleventh and twelfth grade earth science texts, were employed in the study. The obtained reliability coefficients of the comprehension tests for the eleventh and twelfth grade were .74 and .73 respectively. The comprehension test results showed that four percent of the eleventh graders tested were able to score at the independent, 43% at the instructional, and 51% at the frustrational reading level. Thirty three percent of the twelfth graders scored at the instructional and 61% at the frustrational reading level. The group means on the cloze tests differed significantly (p < .001) at each reading level. The calculated correlation coefficient between the comprehension and cloze test scores for the eleventh grade was .74 and for the twelfth grade was .77 indicating a significant relationship exists between the two tests at each grade. A small percentage of the eleventh grade students comprehend their earth science textbook well. A modest percentage of the eleventh and twelfth graders are able to read the textbooks but they need additional instruction. The majority of them seem to be encountering reading difficulty and need additional reading instruction in order to learn the material presented in their earth science textbooks. The cloze test appears to be an appropriate testing procedure for measuring students' reading comprehension of earth science textbooks in the Arabic language. ------------------------------------------------------------ Title: READABILITY: AN APPRAISAL OF RESEARCH AND APPLICATION Author: CHALL, JEANNE S. Degree: PHD School: THE OHIO STATE UNIVERSITY Date: 1953 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: READABILITY AND ACCESSORY REMARKS: FACTORS IN PROBLEM SOLVING IN ARITHMETIC Pub No: 6717547 Author: THOMPSON, ELTON NOEL Degree: EDD School: STANFORD UNIVERSITY Date: 1967 Pages: 149 Source: DAI-A 28/07, p. 2464, Jan 1968 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: READABILITY AND COMPREHENSION OF WRITTEN INSTRUCTIONAL MATERIALS IN HOMOGENEOUS GROUPINGS OF VOCATIONAL/TECHNICAL STUDENTS IN AN URBAN COMMUNITY COLLEGE Pub No: 7207429 Author: WATSON, PAUL GORDON Degree: PHD School: UNIVERSITY OF WASHINGTON Date: 1971 Pages: 115 Source: DAI-A 32/08, p. 4336, Feb 1972 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: READABILITY AND COMPREHENSION: VARIABLES IN TEXT ANALYSIS (PROPOSITIONAL ANALYSIS, KINTSCH) Pub No: 8411004 Author: SONNENBLICK, CAROL ANNE Degree: EDD School: RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEW BRUNSWICK Date: 1983 Pages: 194 Source: DAI-A 45/02, p. 479, Aug 1984 Subject: EDUCATION, READING (0535) Abstract: Problem. This study examined the effects of two sets of readability variables on the comprehensibility of text, those associated with traditional readability research, and those derived from discourse analysis and based on Kintsch's model of comprehension. Procedure. Forty (40) passages from the reading comprehension test of the Tests of General Educational Development (GED) were analyzed to derive traditional readability variables, measures of vocabulary and syntactic complexity. Next, these passages were parsed into their propositional structure and mapped into coherence graphs, thus allowing the quantification of discourse analytic variables. The dependent measures were the average probabilities of GED candidates responding correctly to the test items for each passage. Data was analyzed using stepwise multiple regression procedures with three sets of independent readability variables, traditional (set 1), discourse derived (set 2) and combined (sets 1 and 2). Each of these sets was analyzed for the total, good and poor reader groups. Findings. The major findings are: (1) Variables derived from discourse analysis explained a larger proportion of the variance in reader comprehension than did traditional readability factors; (2) All analyses were less successful (not statistically significant) for the poor reader group than for the total or good reader samples, regardless of the variables; (3) When old and new variables were combined, number of inferences, long sentences and a measure of proposition density were the strongest predictors of reader performance in comprehension for all readers, explaining approximately 51% of the variance for the total and good reader groups. Conclusions. For this sample, out-of-school adults, variables derived from discourse analysis were more highly correlated with text difficulty than were the traditional readability variables. When traditional and discourse derived variables were combined, a larger proportion of the variance in comprehension was explained than when either set was correlated by itself. Discourse analysis in its present form is such a complicated technique that it is only suitable as a research tool. Readability formulas are useful, but as important, they are usable in the practical sense. ------------------------------------------------------------ Title: Readability and cultural sensitivity of patient education materials that address disease prevention in African- American adults Pub No: 1407955 Author: Scott-Holmes, Veronica; Degree: MSN School: WILMINGTON COLLEGE DIVISION OF NURSING (DELAWARE) Date: 2002 Pages: 59 Adviser: Sartrell, Barbara ISBN: 0-493-55216-2 Source: MAI 40/05, p. 1220, Oct 2002 Subject: HEALTH SCIENCES, NURSING (0569); EDUCATION, HEALTH (0680); BLACK STUDIES (0325); EDUCATION, BILINGUAL AND MULTICULTURAL (0282) Abstract: The purpose of this study was to determine the readability levels and cultural sensitivity of patient education materials that address prevention of diseases in African-American adults who may have low literacy skills. Five patient education materials (N = 5) were collected from two inner city clinics. The Flesch-Kincaid Readability formula was used to determine the readability levels of the patient education materials. The Cultural Sensitivity Assessment Tool (CSAT) was used to determine the cultural sensitivity of the patient education materials. The patient education materials were found to have reading levels above the sixth-grade, which indicated that African-Americans with low literacy skills would have difficulty reading them. The CSAT indicated that the patient education materials might not be culturally sensitive for low literate African-Americans. Nurses have a responsibility to create patient education materials that are easily readable and address the needs of African-Americans and other ethnic groups. ------------------------------------------------------------ Title: READABILITY AND PLOT CONTENT IN BASAL READERS AND CHILDREN'S TRADE BOOKS Pub No: 8222911 Author: WEBB, TAMSEN BANKS Degree: PHD School: THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Date: 1982 Pages: 133 Source: DAI-A 43/05, p. 1455, Nov 1982 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279) Abstract: The purpose of this study was to detemine whether a relationship exists betwen readability level and plot content in selected trade and basal stories. Twenty stories from trade books and twenty stories from basal readers were analyzed for the frequency of plot element occurrence using Vladimir Propp's morphology of plot analysis as modified by Mary Lou White. The readability levels of the 40 stories were assessed using Fry's Readability Graph. An analysis of variance comparing a proportioned cluster analysis of plot element occurrence with the readability data for all 40 stories indicated a relationship between readability and plot content. The results of cross- tabulation procedures and proportioned cluster analysis of plot element occurrence indicated a relationship between the plot contents of basal and trade stories. There was a significant (p < .05) difference between the means of the readability distributions for trade and basal stories based on the results of a post-hoc t-test. Four groups of core stories were identified that appear to serve as a basis for the clustering of other stories with similar plot profiles. The results of this study support the psycholinguistic perspective that readability encompasses both semantic and syntactic variables. Implications of this study included the use by educators and publishers of systems of plot analysis as alternatives to readability formulas. Recommendations for further research involved: (a) children's preferences for trade books over basal stories despite the higher readability of trade literature; (b) basal adaptations of plot content in trade literature; (c) the relationship of readability with plot sequence; (d) the use of core stories in developing a new methodology of plot analysis. ------------------------------------------------------------ Title: READABILITY AND READING ABILITY AS PREDICTORS OF COMPREHENSION AND LEARNING TIME IN A COMPUTER MANAGED INSTRUCTIONAL SYSTEM. Pub No: 7629236 Author: FISHBURNE, ROBERT PURDY, JR. Degree: EDD School: MEMPHIS STATE UNIVERSITY Date: 1976 Pages: 68 Source: DAI-A 37/06, p. 3472, Dec 1976 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279) ------------------------------------------------------------ Title: READABILITY AND READING ABILITY: THE DEVELOPMENT OF A DOMAIN REFERENCED MEASUREMENT INSTRUMENT Author: STAPHORSIUS, GERRIT Degree: PHD School: UNIVERSITEIT TWENTE (THE NETHERLANDS) Date: 1994 Pages: 335 ISBN: 90-801795-2-3 Languange: DUTCH Source: DAI-C 56/02, p. 317, Summer 1995 Subject: EDUCATION, TESTS AND MEASUREMENTS (0288) Abstract: In the readability study the mean cloze score was selected as a measure of readability. The predictors which were used in this study were indicators of lexical and syntactic complexity. The predictors included in the equation resulting from the multiple regression analysis were the average word length in letters, the percentage of frequent words, the percentage of types in the first 250 words and the number of sentences per word (R = 0.85). Using the regression equation (readability formula), it was possible to determine the relative readability of texts though not the absolute readability. The average cloze score of a text is not the average score of comprehenders of the text. Therefore, a supplementary criterion of readability is necessary. This problem was dealt with using so-called text-tests (TT). Text-tests are texts with open slots which can only be filled in correctly by readers who understand both the text proceeding and the text following the open slot. The analysis of the TT texts was based on OPLM, a measurement model which belongs to the class of item-response theory models. This meant that there were now two readability indices of the TT texts: (1) TT-ability necessary for a score of 70% correct answers and (2) the predicted average cloze score. Between the two indices r = 0.94 was found. On the basis of this high correlation, it was possible to convert reading ability as measured using the TT items into a cloze score which corresponds with 'comprehension'. It was thus possible to express reading ability and readability in the (predicted) average cloze score. And this is the index which is denoted as the CRIE (CITO Readability and Reading ability Index for Elementary education). The reading ability level of readers can be determined using the CRIE tests. These tests consist of TT items. The reading ability levels measured with these items can be expressed in the CRIE. P-CRIE predicts the difficulty or readability of texts and likewise expresses this in the CRIE. On the basis of the results, it is possible to get a domain-oriented picture of the level and the development of reading ability in Dutch elementary education. ------------------------------------------------------------ Title: READABILITY AND THE COGNITIVE - CONCEPTUAL ASPECTS OF READING: AN ANALYSIS OF THE RESEARCH AND LITERATURE (1962-1982) AND SELECTED INTERPRETIVE MODELS Pub No: 8327442 Author: WILLIAMS, NORMA J. Degree: PHD School: THE UNIVERSITY OF IOWA Date: 1983 Pages: 394 Source: DAI-A 44/08, p. 2427, Feb 1984 Subject: EDUCATION, READING (0535) Abstract: The purpose of this study was to analyze and categorize the literature and the relevant research over the past twenty years (1962-1982) dealing with the cognitive- conceptual aspects of readability and to summarize these findings. In addition, the study provides some interpretations of these findings and offers some noticeable trends. A specific task of the study was the development of graphic interpretive models for reading based on cognitive growth and development, and the conceptual aspects of reading as expressed by various experts in the field. An overwhelming majority of the research supported high reading performance and language achievement levels as being significantly associated with the cognitive- conceptual level or style of a student. They are deemed predictive relationships influencing the student's efficient use of decision-making strategies and activities in the reading comprehension process. Knowledge of students' cognitive levels by educators, psycholinguists and learning theorists has taken on new significance as a prerequisite for reading instruction. Investigators have placed considerable importance on the cognitive identification and mapping of student strengths and weaknesses as a tool for increasing the understanding of reading problems and to provide alternatives in instructional methods and materials. Textbook writers need to go beyond the use of readability formulas in analyzing instructional materials for factors (e.g., illustrations, graphic stimuli, format, inferences, memorial demands, abstractness, interestingness, organization, word order, critical reading factors, logic, reader attitude and motivation) which may contribute to increased reading comprehension. The designing of texts to make them more suitable for students at different levels of cognitive-conceptual growth is a growing area of concern. The developed interpretive models will provide direction for future experimental research on cognitive styles. This would provide a basis for improved academic achievement and for the development of more effective instructional materials. This study includes 12 interpretive models developed by the researcher based on the cognitive-conceptual aspect of reading as suggested by the following authors: Ausubel, Novak and Hanesian; Bransford; Campbell; Gray; Hayes and Lotto; Lindsay and Norman; Miller and Kintsch; Schank; Shirley; Strahan; and Wildman. ------------------------------------------------------------ Title: READABILITY AND TOP-LEVEL STRUCTURE: EFFECTS ON READING COMPREHENSION. Pub No: 7920502 Author: SWANSON, CHARLENE CLEMENTS Degree: PHD School: ARIZONA STATE UNIVERSITY Date: 1979 Pages: 147 Source: DAI-A 40/03, p. 1370, Sep 1979 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: READABILITY AND TWO THEORIES OF ENGLISH GRAMMAR Pub No: 6916794 Author: TRETIAK, RICHARD Degree: EDD School: COLUMBIA UNIVERSITY Date: 1969 Pages: 97 Source: DAI-A 30/04, p. 1441, Oct 1969 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: READABILITY: AN EXPERIMENT TO TEST THE IMPACT OF SELECTED GRAPHIC DIMENSIONS. Pub No: 1320270 Author: LOUGH, JOHN ROBERT Degree: MA School: UNIVERSITY OF GEORGIA Date: 1982 Pages: 72 Source: MAI 21/03, p. 272, Fall 1983 Subject: MASS COMMUNICATIONS (0708); EDUCATION, READING (0535) ------------------------------------------------------------ Title: READABILITY AS A KEY FOR EVAL‎UATING JUNIOR COLLEGE FRESHMAN ENGLISH ANTHOLOGIES Pub No: 6102526 Author: DOYLE, MARVYL Degree: EDD School: UNIVERSITY OF SOUTHERN CALIFORNIA Date: 1961 Pages: 274 Source: DAI- 22/01, p. 180, 1962 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: READABILITY AS AN INTERACTIVE PROCESS: AN ANALYSIS OF THE SYNTACTIC AND SEMANTIC EFFECTS ON TEXT OF CLOZE ERRORS ASSOCIATED WITH VARIATION IN THE STRUCTURE OF TEXT AND IN READERS' KNOWLEDGE OF TEXT TOPIC Pub No: 8321292 Author: BLACK, MARY CAROLINE Degree: PHD School: TEMPLE UNIVERSITY Date: 1983 Pages: 403 Source: DAI-A 44/05, p. 1397, Nov 1983 Subject: EDUCATION, READING (0535) Abstract: Although text readability has been thought to be influenced by both text and reader characteristics, no research has attempted to assess the relative influence of these factors on readability and on processing strategies employed by readers. The purposes of this research were to determine the extent to which text complexity and readers' knowledge of topic influenced readability, and to determine how variation in these factors and in the extent of text comprehensibility affected the processing strategies employed by readers. The first purpose was addressed by performing a four (written level of text complexity determined according to the Fry Readability Formula) by two (readers' knowledge of topic) analysis of variance with repeated measures on the last factor. Text complexity across topics was controlled by writing passages on each topic at each written level in which the part of speech of a word in one passage was the same part of speech as the word in the same ordinal position in the other passage. The dependent variable was the number of cloze errors made on cloze tests constructed on the passages. The second purpose was addressed through analyses of cloze errors for (1) syntactic agreement with the word deleted, (2) semantic agreement with the word deleted, and (3) the effects of erroneous cloze insertions on text structure and meaning. One multivariate analysis of variance was performed for each of the three scoring analyses for each of the two topics. Discriminant analyses were performed as post hoc tests. The sample population consisted of 239 eighth grade students. Each student completed one written level of the cloze tests. Inspection of the results indicated that (1) both written level text complexity and knowledge of topic influence readability, (2) readers appear to use heuristics to assign elements to sentences, (3) text complexity, comprehensibility, and knowledge of topic affect the strategies readers employ, and (4) a more accurate readability formula might be developed. Implications of the findings for future research on readability, teaching, model building, and the development of improved methods for error analysis were discussed. ------------------------------------------------------------ Title: Readability assessing the complexity and comprehensibility of written materials Pub No: ML23146 Author: Walker, Robert; Degree: MA School: CONCORDIA UNIVERSITY (CANADA) Date: 1985 ISBN: 0-315-23146-7 Subject: EDUCATION, GENERAL (0515) Abstract: No abstracts in the Database ------------------------------------------------------------ Title: READABILITY FORMULAS AND TEXTUALITY: AN HISTORICAL PERSPECTIVE AND CRITIQUE Pub No: 9034140 Author: WEBSTER, CAMERON DALE Degree: PHD School: BOWLING GREEN STATE UNIVERSITY Date: 1990 Pages: 193 Source: DAI-A 51/07, p. 2369, Jan 1991 Subject: LITERATURE, GENERAL (0401); EDUCATION, LANGUAGE AND LITERATURE (0279) Abstract: The purpose of this dissertation has been to explore the use of readability formulas, particularly their use in technical and business communications, from an historical perspective and to critique them on the basis of an informal view of textuality. This dissertation has been designed, then, as a synthesis of criticisms of readability formulas and as an exploration into what readability formulas have consistently failed to tell us about written discourse. This dissertation examines research in readability and technical and business communications and I base my critique on literary history and rhetoric. Specifically, I argue that readability formulas, when used as tools for producing or revising written discourse, fail to take into consideration extratextual concerns, without which texts are meaningless. The use of readability formulas suggests that we access texts as if all members of our audience share the same perspective. ------------------------------------------------------------ Title: READABILITY FORMULAS: THEIR APPLICATION TO PHILIPPINE GRADES THREE-SIX SCIENCE TEXTBOOKS. Pub No: 7306121 Author: VALLE, NOLINA N. Degree: PHD School: PURDUE UNIVERSITY Date: 1972 Pages: 200 Source: DAI-A 33/09, p. 4815, Mar 1973 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: READABILITY IN SCIENCE BOOKS FOR CHILDREN. Pub No: 1303897 Author: ELLISON, MARILYN SUE Degree: MS School: CALIFORNIA STATE UNIVERSITY, FULLERTON Date: 1972 Pages: 55 Source: MAI 11/01, p. 25, Spring 1973 Subject: EDUCATION, SCIENCES (0714) ------------------------------------------------------------ Title: READABILITY LEVELS OF CORRESPONDENCE STUDY MATERIALS OF THE UNITED STATES COAST GUARD INSTITUTE. Pub No: 7406984 Author: SILER, BILLY JOE Degree: EDD School: THE UNIVERSITY OF OKLAHOMA Date: 1974 Pages: 82 Source: DAI-A 34/09, p. 5496, Mar 1974 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: Readability levels of emergency department's written discharge instructions Pub No: 1394132 Author: Hugo, Mary Alicia Degree: MSN School: SOUTHERN CONNECTICUT STATE UNIVERSITY Date: 1999 Pages: 49 Adviser: Thompson, C. ISBN: 0-599-27045-4 Source: MAI 37/05, p. 1435, Oct 1999 Subject: HEALTH SCIENCES, NURSING (0569); LANGUAGE, RHETORIC AND COMPOSITION (0681); EDUCATION, HEALTH (0680) Abstract: Changes in health care reimbursement policies have affected patient care delivery in acute care settings. One major consequence of these changes has been a decrease in hospital admissions, which has affected emergency departments. Patients, who would have been admitted, are now discharged with standard written instruction for care at home. Little time is allowed for patient teaching and assessment of comprehension of these instructions. At present little information is available concerning reading levels of written hospital materials. Given the low national literacy levels, written instructions given to patients may be at a level too high for comprehension. This descriptive study assessed written discharge instructions for two common diagnoses, collected from thirty-one Connecticut hospital emergency departments. Comparisons were made to the national statistics on reading and comprehension. It was found that the average written discharge material was between grade level 6.3 and 6.8, with approximately 25.6% written above the average. ------------------------------------------------------------ Title: READABILITY MEASUREMENT OF HEBREW PROSE Author: NAHSHON, SAMUEL Degree: PHD School: COLUMBIA UNIVERSITY Date: 1958 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: READABILITY MEASUREMENTS: A REVIEW AND COMPARISONS Author: DUNLAP, MARY C. C. Degree: PHD School: UNIVERSITY OF MARYLAND COLLEGE PARK Date: 1954 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: READABILITY OF COLLEGE GENERAL BIOLOGY TEXTBOOKS AND THE PROBABLE EFFECT OF READABILITY ELEMENTS ON COMPREHENSION Pub No: 0012703 Author: MAJOR, ALEXANDER GREGORY Degree: PHD School: SYRACUSE UNIVERSITY Date: 1955 Pages: 117 Source: DAI- 15/09, p. 1573, May 1968 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: READABILITY OF CORONARY ARTERY BYPASS GRAFT PATIENT EDUCATION LITERATURE Pub No: 1379290 Author: COURSON, DAVID RALPH Degree: MSN School: DUQUESNE UNIVERSITY SCHOOL OF NURSING Date: 1995 Pages: 37 Adviser: GABERSON, KATHLEEN B. Source: MAI 34/05, p. 1916, Oct 1996 Subject: HEALTH SCIENCES, NURSING (0569); EDUCATION, HEALTH (0680); HEALTH SCIENCES, MEDICINE AND SURGERY (0564) Abstract: This study analyzed the readability of selected preoperative and postoperative coronary artery bypass graft (CABG) patient education literature distributed to patients at 8 teaching hospitals in Western Pennsylvania and Northeastern Ohio. The readability level of 16 pieces of CABG patient education literature was assessed by utilizing the SMOG formula. The readability level of the printed patient education materials was then compared to Chall's Literacy Groups and the estimated average reading level of the adult population. The mean SMOG reading level for this sample of CABG patient education literature was 10.7. Results indicated that all of the brochures analyzed in this study had a readability level greater than the estimated average reading level of the adult population and were designed for persons who read at the marginally illiterate and literate tiers of Chall's Literacy Groups. ------------------------------------------------------------ Title: READABILITY OF GENERAL PSYCHOLOGY TEXTBOOK MATERIAL: A CROSS-VALIDATION STUDY OF THE DALE-CHALL READABILITY FORMULA. Pub No: 6408930 Author: LEE, WAYNE DALE Degree: EDD School: OKLAHOMA STATE UNIVERSITY Date: 1963 Pages: 112 Source: DAI- 25/02, p. 939, Jun 1968 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: READABILITY OF HIV/AIDS EDUCATIONAL MATERIALS TO INTRAVENOUS AND OTHER DRUG USERS NOT CURRENTLY IN TREATMENT (IMMUNE DEFICIENCY) Pub No: 1360732 Author: MAILLOUX, STEPHEN LEONCE Degree: MS School: UNIVERSITY OF ALASKA ANCHORAGE Date: 1994 Pages: 75 Adviser: JOHNSON, MARK E. Source: MAI 33/05, p. 1589, Oct 1995 Subject: PSYCHOLOGY, CLINICAL (0622); EDUCATION, HEALTH (0680) Abstract: This study was designed to determine whether drug users not currently in treatment read at a level that allowed them to comprehend the written materials available for HIV/AIDS education/prevention. First, to assess the consistency and comparability of various readability software programs four software programs (Microsoft Word for Windows, RightWriter, Grammatix IV, and CorporateVoice) were used to eval‎uate HIV/AIDS printed educational materials from five NIDA sites across the United States and the Gettysburg Address. Statistical analyses revealed that Microsoft Word for Windows is significantly different from the other three programs and that each of the three formulas assessed (Flesch-Kincaid, Flesch Reading Ease, and Gunning Fog Index) were significantly different from each other. Second, the readability of 28 pieces of HIV/AIDS educational materials from four different sites across the United States were assessed for readability. Statistical analysis revealed no significant differences across sites, with an average readability grade equivalent level of 7.8. Third, the data from Johnson, Fisher, Booth, Jones, Rhodes, and Siegal (1993), who assessed the reading ability of 414 drug users from the same five NIDA sites using the Short version of the Woodcock Reading Mastery Test-Revised (Woodcock, 1987) were compared with the readability of the materials from the same sites. Across all sites, the mean reading level of the subjects was 5.5 grades, more than two grades lower than the educational materials. The findings are discussed in terms of individual NIDA sites, software programs, and readability formulas. ------------------------------------------------------------ Title: READABILITY OF LANGUAGE ARTS TEXTBOOKS Pub No: 7007599 Author: ROE, BETTY JOYCE DANIEL Degree: EDD School: THE UNIVERSITY OF TENNESSEE Date: 1969 Pages: 162 Source: DAI-A 30/11, p. 4695, May 1970 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: READABILITY OF MASS MAILING WRITTEN MATERIAL PRODUCED AT THE COUNTY LEVEL OF THE ALABAMA COOPERATIVE EXTENSION SERVICE Pub No: 9002153 Author: JOHNSON, EARL CRAWFORD Degree: PHD School: THE LOUISIANA STATE UNIVERSITY AND AGRICULTURAL AND MECHANICAL COL. Date: 1989 Pages: 112 Adviser: VERMA, SATISH Source: DAI-A 50/08, p. 2466, Feb 1990 Subject: EDUCATION, VOCATIONAL (0747); EDUCATION, ADULT AND CONTINUING (0516); EDUCATION, READING (0535) Abstract: The objectives of this study were to assess the readability of the mass mailing written material produced at the county level of the Alabama Cooperative Extension Service, and to determine the variance in readability explained by selected variables. A mail questionnaire to 100 randomly selected county agents was used, with a 98% response rate. Readability of agents' mass mailing written material was assessed using the Fry Readability Graph. Descriptive statistics and correlation coefficients were calculated. Stepwise multiple regression at the.05 level was used to develop a model which explained readability of material. Findings indicated that respondents spent about six hours weekly writing educational material for Extension clientele. Forty-two percent of the respondents had taken no college writing courses (beyond freshman English), and another 45% had taken only one college writing course. Adult audiences material (M = 11.2) was written at a readability level about one and a half grades higher than youth audiences material (M = 9.6). Agricultural material (M = 11.2) was written at a readability level about a grade higher than home economics material (M = 10.4). Two-thirds of the agents writing for adult audiences wrote material with an average readability of 10th grade or higher, which is above the reading level of the average adult in the U.S. Three-fourths of the agents writing for youth audiences wrote material with an average readability of 8th grade or higher, while 75% of Alabama 4-H members are in grades 4-7. Readability grade level of material tended to increase with agents' higher educational attainment, and with increase in agents' hours of inservice communication training. Readability grade level tended to decrease as agents spent more time writing for Extension clientele. Males, who wrote only agricultural materials, tended to write material at a higher readability level than females, who wrote only home economics materials. Recommendations are that agents be informed that materials are being written at readability levels too high for intended audiences, and that agents be provided inservice training aimed at use of readability principles and writing at grade levels appropriate for intended audiences. ------------------------------------------------------------ Title: READABILITY OF PRIMARY-GRADE SPANISH READING BOOKS: A CORRELATIONAL STUDY OF THE SPAULDING FORMULA AND THE FRY GRAPH (ADAPTED) Pub No: 8219611 Author: FOUNTAIN-CHAMBERS, JOANNA FRASER Degree: PHD School: TEXAS WOMAN'S UNIVERSITY Date: 1982 Pages: 118 Source: DAI-A 43/04, p. 1097, Oct 1982 Subject: EDUCATION, READING (0535) Abstract: The Spaulding Readability Formula and the Gilliam, Pena, and Mountain adaptation for Spanish of Fry's Graph were applied to twenty-nine primary textbooks submitted for adoption in bilingual programs in Texas. The Children's Spanish Word List and a percentage sentence factor estimate difficulty for the Spaulding Formula; the Fry Graph uses a ratio of syllables to sentences, after subtracting 67 from the syllable count for Spanish. Fry grade level estimates were compared with Spaulding scores using Thonis' grade-level equivalents. The syllables, words, and sentences in each book were counted as sequential one-hundred-word samples. Whole- book and sampling estimates were then calculated with each measure. Spaulding estimates were significantly higher (p = .05) than both publisher and adapted Fry estimates. There was a significant differences between whole-book and sampling-derived estimates using Spaulding's systematic sampling, but not with the random-sample method used by Fry. When the random-sample procedure was applied to Spaulding data, there was no longer a significant difference between estimates. A significant difference between the ranks yielded by the two measures was found, using a Spearman, rho ranks correlation. Because the word-list approach used by Spaulding is more highly predictive, and significant differences were found, both the publisher and adapted Fry graph estimates must be considered unreliable. The systematic sampling method used by Spaulding, however, is also unreliable; the random-sample method should be substituted for it, for increased accuracy and speed. The Spaulding and adapted Fry measures are not interchangeable; only the Spaulding Formula is reliable for estimating readability in Spanish books for children. It is recommended that all textbooks submitted for adoption in Spanish bilingual programs be subjected to the Spaulding Readability Formula for proper grade-level designation, and that a computer program be developed to facilitate use of the formula by writers, publishers, teachers, librarians, book reviewers, and textbook selection committes. ------------------------------------------------------------ Title: READABILITY OF PROGRAMED TEXTBOOKS FOR INTERMEDIATE GRADES, AS MEASURED BY THE DALE-CHALL FORMULA. Pub No: 6514473 Author: WALKER, WILLIAM LEE Degree: EDD School: UNIVERSITY OF MISSOURI - COLUMBIA Date: 1965 Pages: 172 Source: DAI-A 27/06, p. 1565, Dec 1966 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: READABILITY OF SOCIAL STUDIES MATERIAL WITH TECHNICAL VOCABULARY AS COMPREHENDED BY MEXICAN-AMERICAN AND NON - MEXICAN-AMERICAN STUDENTS. Pub No: 7728454 Author: FREELAND, KENT EUGENE Degree: PHD School: THE UNIVERSITY OF IOWA Date: 1977 Pages: 250 Source: DAI-A 38/07, p. 3930, Jan 1978 Subject: EDUCATION, ELEMENTARY (0524) ------------------------------------------------------------ Title: READABILITY OF SOCIAL STUDIES TEXTBOOKS FOR GRADES FOUR, FIVE, AND SIX, AS MEASURED BY THE DALE-CHALL FORMULA Pub No: 5903500 Author: SLOAN, FRED A., JR Degree: EDD School: PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY Date: 1959 Pages: 481 Source: DAI- 20/03, p. 928, Oct 1967 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: READABILITY OF SPANISH EDUCATIONAL MATERIAL Pub No: 8309262 Author: TORRES, MARIA ESTHER Degree: PHD School: THE UNIVERSITY OF CONNECTICUT Date: 1982 Pages: 147 Source: DAI-A 43/12, p. 3865, Jun 1983 Subject: EDUCATION, READING (0535) Abstract: This study investigated the relationship between reading difficulties presented by the instructional material and the student reading comprehension level at the junior high school level in Puerto Rico and addressed the following question: What is the relationship between the level of readability of Spanish instructional material as measured by the Spaulding readability formula and reading comprehension performance of students whose first language is Spanish, as measured by a cloze test and a standardized test of reading comprehension? Two hypotheses, in the null form, were advanced to accomplish the specific objectives sought by this study. The hypotheses were tested by obtaining Partial Correlation Coefficients adjusted for grade level between Spaulding readability formula scores per passage and cloze test scores of students, and between standardized reading comprehension scores of a Spanish comprehension test and cloze test scores on Spanish passages. The significance level was set at the .05 level. The subjects for the study were selected from the total enrollment population of the junior high school level in one school district in Puerto Rico. A stratified sampling procedure to include 300 of the student population was utilized. Three instruments were used for data collection purposes: (1) the Spaulding readability formula (Spaulding, 1956); (2) the Cloze test procedure (Taylor, 1953); and (3) the Comprehensive Tests of Basic Skills (CTBS-Espanol, Level 3, 1978). The data were analyzed using two different statistical procedures: descriptive and inferential. The descriptive procedure was used to analyze and present the findings obtained from the Spaulding readability formula. The inferential procedure was used to test the two hypotheses using the partial correlation. Results of this study revealed that: (1) Ninety percent of the material used at the junior high school level in Puerto Rico fell into the category of moderately difficult and 130% fell into the category of difficult; (2) there is a significant relationship between the level of readability as measured by the Spaulding readability formula and the performance of subjects in comprehension as measured by the cloze test; and (3) there is a significant correlation between the performance of subjects in the reading comprehension test and the cloze test. ------------------------------------------------------------ Title: READABILITY OF VOCATIONAL HORTICULTURE INSTRUCTIONAL MATERIALS Pub No: 8129116 Author: WELCH, ANTOINETTE WOJCIAK Degree: PHD School: THE OHIO STATE UNIVERSITY Date: 1981 Pages: 187 Source: DAI-A 42/07, p. 2978, Jan 1982 Subject: EDUCATION, AGRICULTURAL (0517) Abstract: The major purpose of the study was to gather base data concerning the readability of instructional materials used in Ohio vocational horticulture programs. Other purposes of the study were to describe the relationship between readability scores of materials and the following variables: frequency of use of materials, experience of teachers selecting the materials, teacher estimates of readability of the materials, and performance on standardized achievement tests of students using the materials. One horticulture teacher at each of the 40 schools participating in the 1981 Ohio Horticulture Achievement Testing program was randomly selected and sent a questionnaire developed by the investigator. Eighty-eight percent of the teachers contacted responded to the questionnaire. Responses were tabulated, and readability of materials listed was predicted using the Dale-Chall Readability Formula. Correlation coefficients were used to analyze relationships between readability scores of instructional materials and the other variables. The findings revealed that teachers were using a wide variety of printed materials in the classroom. A total of 115 different items was listed by the 35 respondents. The majority of materials was written at a level which matched student grade level. However, scores on statewide tests indicated that vocational horticulture students were below average in ability. These scores led to the assumption that students were also reading at a level below grade level placements. It was concluded that the majority of materials was too difficult in terms of reading difficulty for the majority of students using them. There was no statistically significant relationship between the readability of materials and the frequency with which those materials were listed by teachers. Similarly, no significant relationship was found betwen readability of materials listed and teacher estimates of this readability, or readability of materials and student achievement on standardized tests. Analysis of the 23 materials listed most frequently by teachers indicated that technical terms and other difficult words constituted from 16 to 29 percent of the total sample passages. A list of difficult horticultural terms was made to facilitate instruction and further study in the area of technical vocabulary. ------------------------------------------------------------ Title: READING ABILITIES OF COLLEGE DRAFTING STUDENTS COMPARED WITH READABILITY OF DRAFTING TEXTBOOKS AND WITH INFORMATIONAL ACHIEVEMENT IN DRAFTING Pub No: 6206396 Author: BROWNRIGG, JERRY ROY Degree: EDD School: UNIVERSITY OF MISSOURI - COLUMBIA Date: 1962 Pages: 220 Source: DAI- 23/07, p. 2432, Dec 1969 Subject: EDUCATION, TEACHER TRAINING (0530) ------------------------------------------------------------ Title: READING ABILITIES OF COLLEGE SENIOR INDUSTRIAL ARTS MAJORS WITH EMPHASIS IN POWER MECHANICS COMPARED WITH READABILITY OF POWER MECHANICS TEXTBOOKS. Pub No: 7616297 Author: ROSE, PHILLIP ALLEN Degree: EDD School: UNIVERSITY OF NORTHERN COLORADO Date: 1976 Pages: 202 Source: DAI-A 37/01, p. 160, Jul 1976 Subject: EDUCATION, INDUSTRIAL (0521) ------------------------------------------------------------ Title: READING ABILITIES OF VOCATIONAL TRADE AND INDUSTRIAL EDUCATION STUDENTS IN GRANITE SCHOOL DISTRICT RELATIVE TO READABILITY LEVEL OF TEXTBOOKS Pub No: 7027010 Author: MCKELL, WILLIAM ELLSWORTH Degree: EDD School: UTAH STATE UNIVERSITY Date: 1970 Pages: 138 Source: DAI-A 31/07, p. 3438, Jan 1971 Subject: EDUCATION, VOCATIONAL (0747) ------------------------------------------------------------ Title: READING ACHIEVEMENT AND READABILITY OF JOB-ORIENTED WRITTEN MATERIALS IN RELATION TO JOB PERFORMANCE Pub No: 8010475 Author: KEITH, JEANNINE B. Degree: EDD School: UNIVERSITY OF NORTHERN COLORADO Date: 1979 Pages: 100 Source: DAI-A 40/11, p. 5805, May 1980 Subject: EDUCATION, READING (0535) ------------------------------------------------------------ Title: READING, READABILITY, AND THE ESL READER Pub No: 8424607 Author: HAMSIK, MARIE JACQUELINE Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1984 Pages: 89 Source: DAI-A 45/08, p. 2464, Feb 1985 Subject: EDUCATION, READING (0535) Abstract: This study reports the results of research to determine whether readability formulas developed for the measuring of reading difficulty for native English readers are applicable to the measuring of readability for English as a second language learners. The specific purpose of this study was to determine if four widely used readability formulas (the Flesch formula, the Dale-Chall formula, the Fry Graph, and the Lorge formula) measured reading difficulty for ESL students enrolled in intensive English centers in the United States in preparation for academic work. The Spearman rank order correlation coefficient was used to measure the correlation between the cloze test results of ESL students on a series of passages known as the Miller-Coleman Readability Scale and the readability formula results of those same passages. The findings were presented in four parts: (a) the cloze difficulty index and standard deviation of the reading passages based on results of the cloze tests; (b) the difficulty index of the same passages using the four different readability formulas; (c) the relationship between the cloze difficulty index and the difficulty index of each readability formula; and (d) a method to enable teachers to match a student to appropriate reading material given a known TOEFL score and a known readability level for a passage or text. From analysis of the data, it was determined that a correlation did exist between the rank orders of the passages as measured by the cloze scores of the ESL students and by the readability formulas, and that this correlation was meaningful. According to the data of the sample, it now seems possible to state that the four readability formulas and graphs used in this study do measure readability of ESL students and that they can be used to select material appropriate to the reading level of ESL students. ------------------------------------------------------------ Title: RELATIONSHIP OF READING ABILITY OF REMEDIAL TRACK UNIVERSITY FRESHMEN TO TEXT READABILITY AND INSTRUCTIONAL METHODOLOGY. Pub No: 7527249 Author: CHERNEY, ELAINE ETHEL Degree: PHD School: MICHIGAN STATE UNIVERSITY Date: 1975 Pages: 150 Source: DAI-A 36/06, p. 3432, Dec 1975 Subject: EDUCATION, HIGHER (0745) ------------------------------------------------------------ Title: RELATIONSHIPS AMONG THE READABILITY LEVELS OF SELECTED TEXTBOOKS, CLOZE PROCEDURES, AND THE READING ACHIEVEMENT OF SIXTH-GRADE STUDENTS. Pub No: 8000004 Author: DROBY, DONNA MARIE Degree: EDD School: EAST TEXAS STATE UNIVERSITY Date: 1979 Pages: 138 Source: DAI-A 40/07, p. 3760, Jan 1980 Subject: EDUCATION, ELEMENTARY (0524) ------------------------------------------------------------ Title: REVISING TEXT TO IMPROVE LEARNING: METHODS BASED ON TEXT PROCESSING MODELS, EXPERTISE, AND READABILITY FORMULAS Pub No: 9018338 Author: GULGOZ, SAMI Degree: PHD School: UNIVERSITY OF GEORGIA Date: 1989 Pages: 186 Adviser: BRITTON, BRUCE K. Source: DAI-B 51/03, p. 1527, Sep 1990 Subject: PSYCHOLOGY, EXPERIMENTAL (0623); EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) Abstract: Four versions of a history text were tested for recall and recognition. The Original Version was a 1034 word section from a history textbook for undergraduate ROTC students. The Principled Version was created by systematic application of principles used in the analyses of the text done by using the Kintsch and vanDijk model and the given-new strategy. The purpose of these modifications was to eliminate the call for the readers to make inferences. The Expert Version was constructed by an expert who combined his expertise with the results of the analyses. The expert used the principles along with other techniques which he thought would improve retention of information. The Readability Version was created to rule out the interpretation that the success of the Expert Version was a consequence of changes in word length and sentence length. It was created by reducing the length of words and sentences so that the readability level of this version was equal to that of the Expert Version. Three experiments were conducted. Experiments 1 and 2 were preliminary studies. In Experiment 1, the superiority of the Expert Version over the Original text was established. In Experiment 2, the inference questions (testing availability of particular inferences to readers) were pretested. In Experiment 3, all four versions of the text (Original, Principled, Expert, and Readability) were tested for recall and recognition. The results showed that the Principled and the Expert Versions were recalled better than the Original Version. In recognition, only the Expert Version was better than the Original. The Readability Version was not higher than the Original in any condition. These results confirmed the hypotheses that the Principled Version would improve the retrieval‎ of information while the Expert Version would improve both the retrieval‎ and the encoding of information. The higher scores by the Principled Version readers on the inference questions supported the assumption that more information was recalled by readers of this version because the inferences were provided in text. The readers of the Principled Version also had faster reading rates, perhaps because they did not need to use extra time for making inferences. ------------------------------------------------------------ Title: SAMPLE FREQUENCY MODIFICATIONS AND COMPARATIVE READABILITY OF FOUR READABILITY FORMULAS AS APPLIED TO SELECTED TEXTBOOKS ON THE TEACHING OF READING. Pub No: 7918451 Author: GROVE, MARTHA JUDIN Degree: PHD School: EAST TEXAS STATE UNIVERSITY Date: 1979 Pages: 148 Source: DAI-A 40/03, p. 1377, Sep 1979 Subject: EDUCATION, READING (0535) ------------------------------------------------------------ Title: SCIENCE FICTION IN ELEMENTARY SCIENCE EDUCATION: A CONTENT ANALYSIS OF THE QUANTITY AND VALIDITY OF SCIENTIFIC REFERENTS IN, AND THE READABILITY OF, SELECTED SCIENCE FICTION LITERATURE FOR CHILDREN PUBLISHED BETWEEN 1940-1959 AND 1960-1980 Pub No: 8311523 Author: ADAIR, SUSAN ANDERSON Degree: EDD School: TEMPLE UNIVERSITY Date: 1983 Pages: 186 Source: DAI-A 44/01, p. 68, Jul 1983 Subject: EDUCATION, ELEMENTARY (0524) Abstract: Science fiction is a popular literary genre with children because it portrays an infinite variety of possible futuristic images effected by the impact of science and technology on human affairs. The purpose of this study was to explore use of science fiction literature to teach science in elementary science programs. Usng content analysis techniques, three characteristics of this literature were considered as hypotheses: (1) the quantity of scientific terms; (2) the validity of scientific concepts; and (3) the readability levels of these books. Three characteristics of science fiction authors were also considered in research questions. These characteristics were: (1) the author's background in science; (2) the time period in which he wrote; and (3) the span of time in which he wrote. A random sample of 62 children's science fiction books was collected and analyzed, representing books published before and after the launching of Sputnik. A list and frequency count of scientific terms were recorded, and a value of terms per page was calculated for each book. A sample of 216 science concepts was drawn from the 62 books and given to a panel of science educators. This five-member panel rated each concept as accurate or inaccurate. An accuracy proportion was calculated for each book. Using a modification of the Fry Readability Graph procedure, readability levels were ascertained for each book. Values were expressed as grade levels. Three null hypotheses and five research questions were tested using appropriate nonparametric statistical tests. Results of the analyses of the data showed that there were significantly more scientific terms in books from the pre-Sputnik period. There was no significant difference in the validity of scientific concepts from one time period to the other. Finally, there was no significant difference in the readability levels of books from one time period to the other. Classroom teachers may choose to use science fiction books appropriate to their science programs with the knowledge that the validity of the science and the readability levels have not changed significantly from 1940 to 1980. When teachers are concerned with the quantity of scientific terms, they should be aware of the differences between pre-Sputnik and post-Sputnik books. ------------------------------------------------------------ Title: SELECTED WORKS OF LITERATURE AND READABILITY Pub No: 7005237 Author: DAVIS, CHARLES ERNEST Degree: PHD School: THE UNIVERSITY OF ARIZONA Date: 1969 Pages: 170 Source: DAI-A 30/09, p. 3855, Mar 1970 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: SENTENCE STRUCTURE AND READABILITY: THE INFLUENCE OF FREQUENCY-BASED EXPECTANCIES OF SYNTACTIC STRUCTURE ON THE COMPREHENSIBILITY OF TEXT. Pub No: 7800419 Author: SELDEN, RAMSAY WILLIAM Degree: PHD School: UNIVERSITY OF VIRGINIA Date: 1977 Pages: 253 Source: DAI-A 38/09, p. 5308, Mar 1978 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279) ------------------------------------------------------------ Title: SIGNIFICANT RELATIONSHIPS AMONG LOUISIANA SECONDARY PUBLIC SCHOOL BIOLOGY CLASSES: READABILITY OF BIOLOGY TEXTBOOKS, GENERAL READING ABILITY, AND NATURAL SCIENCE READING ABILITY. Pub No: 7820609 Author: MIDDLETON, JOHN RANDOLPH Degree: EDD School: NORTHWESTERN STATE UNIVERSITY OF LOUISIANA Date: 1978 Pages: 109 Source: DAI-A 39/05, p. 2858, Nov 1978 Subject: EDUCATION, SECONDARY (0533) ------------------------------------------------------------ Title: SOME EFFECTS OF ELEMENTARY SCIENCE TEXTBOOK READABILITY LEVELS ON SCIENCE ACHIEVEMENT OF ELEMENTARY STUDENTS WITH LOW, AVERAGE, AND HIGH READING ABILITIES Pub No: 8215379 Author: FIELD, MAURICE HOUSTON Degree: EDD School: THE UNIVERSITY OF TENNESSEE Date: 1982 Pages: 142 Source: DAI-A 43/02, p. 413, Aug 1982 Subject: EDUCATION, SCIENCES (0714) Abstract: The purpose of this study was to investigate some of the effects of elementary science textbook readability levels on science achievement of elementary school students with low, average, and high reading abilities as measured by the Metropolitan Achievement Tests: Science. The total reading achievement score obtained on the Metropolitan Achievement Tests: Elementary Form F was used to subdivide 111 students into three reading ability groups. The three groups were found to be significantly different when compared on total reading achievement scores and later were found to be significantly different when compared on science achievement scores obtained from the Metropolitan Achievement Tests: Intermediate Form G administered in April 1980. The gains in total reading achievement were not significantly different from gains in science achievement for any of the three reading ability groups. Gains were calculated from scores on the Metropolitan Achievement Tests: Intermediate Forms F and G administered in October 1978 and April 1980 respectively. Investigation of the relationship between ability to read the Metropolitan Achievement Tests: Intermediate Form G and scores above 6.7 on science achievement indicated that students who scored above 6.0 on total reading achievement tended to score above 6.7 on science achievement. Study of the relationship between ability to read the sixth grade science textbook and scores above 6.7 on science achievement indicated that students who scored above 7.0 on total reading achievement tended to score above 6.7 on science achievement. Students who scored below 7.0 on total reading achievement had an equal opportunity of scoring above or below 6.7 on science achievement. A review of the findings led to the following conclusions: (1) Science achievement as measured by the Metropolitan Achievement Tests was affected by total reading achievement. (2) Gains in science achievement scores and total reading achievement scores tended to progress concurrently. (3) Science achievement scores were adversely affected when students responded to an achievement test with an estimated readability level that exceeded the total reading achievement level of the individual student. (4) Science achievement scores were adversely affected when students studied a basal elementary school textbook which had an estimated readability level which exceeded the total reading achievement level of the individual student. ------------------------------------------------------------ Title: STRATEGIES FOR COMPREHENSION OF EXTENDED AND HOLISTIC METAPHOR/ANALOGIES IN SCIENCE TEXTBOOKS BY FOURTH-GRADE STUDENTS (INQUIRY, READABILITY, TRENDS) Pub No: 8508119 Author: LIPSCHITZ, CEIL Degree: PHD School: FORDHAM UNIVERSITY Date: 1985 Pages: 265 Source: DAI-A 46/03, p. 661, Sep 1985 Subject: EDUCATION, READING (0535) Abstract: Previous research on science textbooks and development of science concepts indicate that fourth-grade students have difficulty with comprehension of metaphorical sentences for science information. This study, in order to reduce misconceptions and promote comprehension, has presented a set of strategies for analyzing and interpreting metaphor/analogies in written text. Sternberg's (1977, 1978) componential theory has been operationalized to test for comprehension of science information with fourth-grade students. The 15 null hypotheses compared cognitive strategies (verbal, exemplar, pictorial) with the structural form of metaphor/analogies (extended, holistic). The dependent variables were scores on the three reasoning tasks in stages (identification, inference, and synthesis). Three distinct groups made up the random sample: the unskilled of 30 fourth-grade students with a mean reading score of approximately 4.16, the average of 30 fourth- grade students with a mean reading score of approximately 5.52, and the proficient of 30 fourth-grade students with a mean reading score of approximately 7.42. Analysis of variance tested 15 null hypotheses for the relationship between scores on the CAT and scores on the MST for each group. As a result of Eta, six null hypotheses were partially retained. Correlations for both structural forms of the MST indicated a nonlinear or curvilinear relationship between cognitive strategies for science information and restructured metaphorical sentences in the science text. Mean reading scores on both structural forms of the MST were highest for the proficient and lowest for the unskilled reading ability group. Examination of the incorrect responses indicated fewer errors occurring during the extended structural task where the additional clause or cue was provided to facilitate the reasoning process of fourth-grade students for comprehension of the science information. Since reading and strategies vary from student to student, a curved line best fitted the trend of the data in this investigation. Two major educational implications indicated that: (1) Restructuring the metaphorical sentence and training in strategy skills should improve comprehension skills for science information; (2) Reeval‎uation of science materials should help identify the kinds of reasoning strategies and inquiry process skills needed for successfully completing metaphor/analogies and related science tasks. ------------------------------------------------------------ Title: STUDENT LIKING FOR TEXTBOOKS IN RELATION TO THEIR READABILITY Pub No: 0024188 Author: ROCKOWITZ, MURRAY Degree: PHD School: NEW YORK UNIVERSITY Date: 1957 Pages: 118 Source: DAI- 18/02, p. 502, 1962 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: STUDENT PERFORMANCES AND READABILITY LEVELS ON THE 'STANFORD ACHIEVEMENT TEST' AND THE 'MICHIGAN EDUCATIONAL ASSESSMENT PROGRAM TEST' Pub No: 8025775 Author: STATEN, TERESSA V. Degree: PHD School: THE UNIVERSITY OF MICHIGAN Date: 1980 Pages: 92 Source: DAI-A 41/05, p. 1931, Nov 1980 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: General Purpose and Specific Questions. The purpose of the study was to compare readability levels and selected student performance data on the fourth grade Michigan Educational Assessment Program (MEAP) criterion- referenced test items and third grade Stanford Achievement Test norm-referenced items. The items selected from both tests were those which measure reading comprehension. Data were analyzed from the performance on both tests of all fourth grade students from Lansing Public School District, Lansing, Michigan, who in May, 1978, took Level III (third grade), Form A, Stanford Achievement Test in reading and also took the 1978-79 fourth grade MEAP test in reading. Three specific questions were addressed: (1) How do students who are categorized into five different rank- order levels as measured by the Stanford Achievement Test of Reading Comprehension, perform on the Michigan Educational Assessment Program Reading Test items? (2) What is the correlation between student performance on the Michigan Educational Assessment Program test items that measure reading comprehension and performance of students on the Stanford Achievement Test items that measure reading comprehension? (3) How does the mean readability level of test items that measure reading comprehension on the criterion-referenced Michigan Educational Assessment Program test compare to the mean readability level of test items that measure reading comprehension on the norm-referenced Stanford Achievement Test? Procedures for Data Analysis. The data were analyzed using the Statistical Package for Social Sciences of the Lansing School District. The data analyzed were taken from performance scores of 1835 fourth grade students who were categorized into five rank-order group levels. The Pearson product-moment correlation formula was computed to determine relationships between performances of students. The Fry readability formula was used to determine and compare the mean readability levels of the Stanford Achievement Test (SAT) and the Michigan Educational Assessment Program (MEAP) test items. Specific Findings. (1) High performing students score high on both the SAT and MEAP reading comprehension test items. (2) Low performing students had higher mean performances on the MEAP reading comprehension test items than on the SAT reading comprehension items. (3) There is a significant correlation between student performance on SAT reading comprehension items and MEAP test reading comprehension items. (4) The readability levels of the selected items compared in this study are near enough the same level to require about the same reading ability. ------------------------------------------------------------ Title: STUDENT READING LEVELS AND THE READABILITY OF SELECTED TEXTBOOKS AS PREDICTORS OF ACADEMIC ACHIEVEMENT. Pub No: 8001041 Author: RICE, LOUISE ALLEN Degree: PHD School: UNIVERSITY OF GEORGIA Date: 1979 Pages: 119 Source: DAI-A 40/07, p. 3918, Jan 1980 Subject: EDUCATION, READING (0535) ------------------------------------------------------------ Title: SYNTACTIC COMPLEXITY, VOCABULARY DIFFICULTY AND READABILITY FOR DEAF COLLEGE STUDENTS Pub No: 8023921 Author: DRURY, ALINDA MARIE Degree: PHD School: THE UNIVERSITY OF ROCHESTER Date: 1980 Pages: 125 Source: DAI-A 41/05, p. 2056, Nov 1980 Subject: EDUCATION, SPECIAL (0529) Abstract: Deaf students, even at the post-secondary level, do not achieve reading skills comparable to their hearing peers. Assessment of their reading ability has traditionally been accomplished with the use of reading tests standardized on populations of hearing students. The current study was motivated by the need for a technique which is more diagnostic in nature and for use specifically with hearing-impaired populations. The construction of such a test, however, depends on the identification of factors that affect readability for deaf students. Two factors which have been shown to affect readability for hearing readers are syntax and vocabulary. While there is some evidence that these factors affect readability for deaf students, there is no research to date investigating their simultaneous effects. Psycholinguistic theory led the author to hypothesize a syntax by vocabulary interaction in addition to significant main effects for syntax and vocabulary individually. The research reported here investigates the effects of two levels of both syntactic complexity and vocabulary difficulty and their interaction on deaf college students' reading performance. Four versions of a passage entitled, 'The American Family,' were written so that each passage represented one of two levels of both syntactic complexity and vocabulary difficulty. Each passage was approximately 400 words long. Simple syntax was defined as the use of simple, active, declarative sentences with simple conjunction. Complex syntax incorporated negation, passives, subordinate clauses, and avoided simple sentences. 27 words (approximately 25% of the total number of content words) were identified as appropriate for variation. Easy vocabulary items were words generally at the fourth grade level for hearing students (according to The Living Word Vocabulary, Dale & O'Rourke, 1976). Difficult vocabulary items were synonyms for the easy words, but generally at the eighth grade level. Reading levels of the passages (using the Dale- Chall formula) were estimated to be within the average reading ability of the subjects. A standard cloze procedure in which every seventh word was deleted was applied to each passage for a total of 50 deletions per passage. A total of 120 profoundly deaf (minimum loss of 92 dB in the better ear) students equally representing three levels of English ability were selected from those attending the National Technical Institute for the Deaf, a post-secondary program. Subjects each read one of the four passages in its entirety and then completed the cloze task for that same passage. Cloze tests were scored for verbatim responses. Errors were assigned to one of six categories: (1) Synonymous; (2) Simple morphological error; (3) Syntactically acceptable, semantically unacceptable; (4) Semantically acceptable, syntactically unacceptable; (5) Unacceptable; (6) No response. A 3 (English level) x 2 (syntax level) x 2 (vocabulary level) ANOVA was computed for verbatim responses. A MANOVA was computed for frequencies of errors by categories. Results indicate significant main effects for English, syntax, and vocabulary in the expected directions. There were no significant interactions. The lack of interaction is discussed in terms of two possible explanations: An interaction does not exist for these students because of how they learn English; and the cloze may be insensitive to such an interaction. In general, for errors, the simpler the passage, and the better the English skills, the more grammatically acceptable the errors. Implications for the selection and development of reading materials and diagnostic testing are discussed. ------------------------------------------------------------ Title: TEACHERS' PREDICTIONS OF STUDENTS' PRIOR KNOWLEDGE OF CONTENT INFORMATION AS A PREDICTOR OF TEXTBOOK READABILITY (SCHEMA, INFORMATION UNITS, CLOZE) Pub No: 8701409 Author: SILSBY, JOSEPH BENTON Degree: PHD School: UNIVERSITY OF MISSOURI - COLUMBIA Date: 1986 Pages: 347 Source: DAI-A 47/10, p. 3721, Apr 1987 Subject: EDUCATION, READING (0535) Abstract: Purpose. This study was designed to examine and describe the criteria which college teachers use in the selection of textbooks and to determine the accuracy of college teachers' predictions of students' prior knowledge of content information. In addition, this study was designed to inquire into the relative effectiveness of traditional readability formulas, the cloze procedure, and teacher judgement as criteria for use in textbook selection. Procedure. A survey was sent to all appropriate faculty members at a small, private college in order to ascertain their textbook selection criteria. Six faculty members from related content areas were then selected and asked to complete a cloze test and to predict students' prior knowledge in relation to an excerpt from a textbook. Six college freshmen were asked to complete the same cloze test and then to orally preview, silently read and produce an oral retelling of the textbook selection. The text selection and the students' retellings were subsequently transformed into information units. The students were also asked to code the text selection for information they either knew prior to reading it, learned from reading it, or did not understand during the reading of it. The text selection was then graded using five readability formulas. Results and Conclusions. (1) College teachers do not believe that 'students' prior knowledge of content' is an important factor in the selection of textbooks even though students may find a text extremely difficult to read without appropriate prior knowledge of the content. (2) Teachers' predictions of what students knew prior to reading the text selection, what they would learn when reading it, and what they would not understand, were very accurate when compared to the students' overall codings for the same information. (3) The results of the cloze tests and the students' retelling scores revealed that they were ill prepared to read the text selection, even though the teachers felt that the selection's difficulty was only slightly above average. (4) The readability formula results revealed a lack of agreement and further demonstrated the literature's findings that the use of readability formulas cannot match texts with students. ------------------------------------------------------------ Title: TENTH GRADE STUDENTS' READING COMPREHENSION OF OCCUPATIONAL INFORMATION MATERIALS AND READABILITY ASSESSMENT OF CURRENT OCCUPATIONAL INFORMATION BRIEFS. Pub No: 1319593 Author: LE GRUE, ROBERT RICHARD Degree: MS School: CALIFORNIA STATE UNIVERSITY, LONG BEACH Date: 1982 Pages: 191 Source: MAI 21/02, p. 140, Summer 1983 Subject: EDUCATION, GUIDANCE AND COUNSELING (0519) ------------------------------------------------------------ Title: TEXTBOOK READABILITY AND OTHER FACTORS WHICH COULD INFLUENCE THE SUCCESS OF THE EIGHTH-GRADE, EARTH SCIENCE COURSE IN THE TEXAS PUBLIC SCHOOLS. Pub No: 6701529 Author: KLINE, LOREN E., JR Degree: PHD School: EAST TEXAS STATE UNIVERSITY Date: 1966 Pages: 277 Source: DAI-A 27/08, p. 2283, Feb 1967 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: TEXTBOOK READABILITY AND THE PREDICTIVE VALUE OF THE DALE-CHALL, COMPREHENSIVE ASSESSMENT PROGRAM, AND CLOZE Pub No: 8711748 Author: WAIT, SHIRLEEN SASSER Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1987 Pages: 132 Source: DAI-A 48/02, p. 353, Aug 1987 Subject: EDUCATION, READING (0535) Abstract: The purposes of this investigation were to: (1) Determine the differences, if any, in fourth, fifth and sixth grade students' mean scores on cloze tests in their science, English and social studies textbooks. (2) Determine the relationship, if any, between fourth, fifth, and sixth grade students' Comprehensive Assessment Program (CAP) normal curve equivalent total reading scores and their mean scores on cloze tests constructed from science, English, and social studies textbooks. To determine the normal curve equivalent scores, the total reading scores of the Comprehensive Assessment Program, Form B were used. Textbook readability levels were determined by the Dale-Chall readability formula. The textbooks were on the Florida State adopted list. Cloze test scores were determined from examiner constructed cloze tests of 250-275 word samples taken from 4th, 5th, and 6th grade science, English, and social studies textbooks. Tests were scored on the number of word replacements that matched the original text. A score of 40% was considered instructional level. The subjects included all 4th, 5th, and 6th grade students enrolled in the FSU Developmental Research School. Both cloze and CAP tests were administered by the classroom teachers during regular class time. Each hypothesis was tested at the .05 alpha level. The relative reading difficulty of fourth, fifth, and sixth grade science, English, and social studies textbooks was determined by a repeated measures analysis of variance. Significant differences existed at grades four and five but not at grade six. Social Studies was the most difficult textbook at grades 4 and 5. Over half of the students were at their frustration level in all three textbooks with the exception of fifth grade science. The relationship between Comprehensive Assessment Program scores and cloze test scores was determined using the Pearson Product-moment correlation coefficient. At all three grade levels a statistically significant positive relationship existed between science, English, and social studies cloze test scores and Comprehensive Assessment Program scores. ------------------------------------------------------------ Title: TEXTBOOK READABILITY: MEASUREMENTS BY OBJECTIVE FORMULAS COMPARED TO JUDGMENTS OF EXPERIENCED TEACHERS Pub No: 6901682 Author: SPRAGUE, CARLTON WILLIAM Degree: PHD School: THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Date: 1968 Pages: 215 Source: DAI-A 29/08, p. 2453, Feb 1969 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: TEXT COMPREHENSION: THE PARAMETERS OF DIFFICULTY IN NARRATIVE AND EXPOSITORY PROSE TEXTS: A REDEFINITION OF READABILITY Pub No: 8203399 Author: BATEN, LUT Degree: PHD School: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Date: 1981 Pages: 316 Source: DAI-A 42/09, p. 3937, Mar 1982 Subject: EDUCATION, SECONDARY (0533); LANGUAGE, LINGUISTICS (0290) Abstract: The purpose of this study is to define the parameters of text and reader variables that effect comprehension in order to redefine readability. Eight different short and well-written texts were used. They were presented in an international reading assessment project, administered by the International Association for the Eval‎uation of Educational Achievement (IEA) to fourteen-year-old students from the USA and UK. Both the comprehension scores and the readers' comprehension as assessed by 'teacher's reference' were used as criteria to assess various factors in the text and in the implied process of reading as they might predict difficulty or ease. The starting point of the analysis is the organizational and functional system of language as it is realized in these eight texts. Different aspects of text, on a micro- and macro-structural level were analyzed quantitatively in relation to the comprehension of the readers. Four main parts can be distinguished: lexicon, (including the information structure of given, new, defined and undefined concepts), syntax (including the speed of closure), text structure (including coherence, lexical chains and theme-rheme organization) and propositional analysis (both on the micro- and the macro-structural level). From this analysis, some textual characteristics were hypothesized to function as parameters of text comprehension. They were put into a theoretical model, which was supported by empirical data. The results showed that the parameters indicating ease of comprehension are: the familiarity of the lexicon and the coverage vocabulary used; the speed of closure; the number of defined and given concepts, and of defined and new concepts; 'summary' as an indicator of text duration; the narrative condition of a text; the theme-rheme consistency, cohesive harmony, and lexical chains; and the sequential and linear organization. Parameters indicating difficulty of comprehension are: the number of complex outsiders; the number of subordinated clauses before the verb of the main clause; the number of 'reinstatements', 'reorganizations' and 'logical reorderings'; the 'pauses' and the different arguments used in theme position. These parameters are situated both on the micro- and the macro-level. One parameter by itself does not determine text difficulty, but only a set of parameters can do so. On various levels, the parameters are interrelated. Hence, it is not true that text genre by itself is decisive in predicting comprehension, but rather the parameters which are related to the text belonging to that specific text genre. The study also highlights the importance of those textual characteristics which facilitate short term memory activity. Furthermore, the developed model proved its transferability to other related languages, Dutch and French. The advantage of this approach to the analysis of readability lies in: (1) Its method: Since the analysis is on a quantified basis, the results are objective. Furthermore, the analysis has proved that readability can be objectively measured taking both the reader and the text as internal organization into account. (2) Its applicability: The analysis attempts to render an explanation rather than a mere description of processing ease of difficulty. Therefore it has pedagogical implications for the student, the teacher and the educator. These have been indicated. Furthermore, in its application of the parameters of difficulty, the study suggests that reading strategies used by readers in their native language can be transferred to the foreign language learning and teaching. In this way the study paves the way to readability in foreign language. (3) Its interdisciplinary character: The study draws upon various fields of research (linguistics, language teaching and learning, cognitive psychology). Models from these areas were applied in the processing by means of analyses from various angles on the same texts, processed by the same readers. Readability is thus redefined from a broad view, synthesizing and assessing our present knowledge of discourse processing. ------------------------------------------------------------ Title: THE APPLICATION OF THE GRANOWSKY AND BOTEL SYNTACTIC COMPLEXITY FORMULA TO SELECTED SOCIAL SCIENCE TEXTBOOKS TO DETERMINE READABILITY. Pub No: 7716821 Author: CRAFT, LYNDA JANE HARRIS Degree: EDD School: AUBURN UNIVERSITY Date: 1977 Pages: 192 Source: DAI-A 38/02, p. 718, Aug 1977 Subject: EDUCATION, SECONDARY (0533) ------------------------------------------------------------ Title: THE CLOZE PROCEDURE FOR DETERMINING READABILITY OF ENCYCLOPEDIA MATERIAL FOR ELEMENTARY SCHOOL PUPILS Pub No: 6909590 Author: LISKE, WILFRED WALLACE Degree: EDD School: UNIVERSITY OF MARYLAND COLLEGE PARK Date: 1968 Pages: 160 Source: DAI-A 29/12, p. 4189, Jun 1969 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE CLOZE TECHNIQUE COMBINED WITH HIGH-INTEREST, LOW- READABILITY READING MATERIALS AND LANGUAGE EXPERIENCE READING MATERIALS TO IMPROVE THE WORD KNOWLEDGE AND SELECTED COMPREHENSION SKILL ABILITIES OF PUPILS IN CORRECTIVE READING CLASSES. Pub No: 7329972 Author: PEPIN, BERNADETTE Degree: EDD School: ST. JOHN'S UNIVERSITY (NEW YORK) Date: 1973 Pages: 552 Source: DAI-A 34/07, p. 3843, Jan 1974 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: THE CLOZE TEST AS A PROCEDURE FOR ESTABLISHING OBJECTIVE GERMAN PROSE READABILITY STANDARDS. Pub No: 7908221 Author: STRONG, BRENT MARVIN Degree: PHD School: THE OHIO STATE UNIVERSITY Date: 1978 Pages: 235 Source: DAI-A 39/10, p. 5999, Apr 1979 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279) ------------------------------------------------------------ Title: THE COMMUNICABILITY OF TAGALOG TRANSLATIONS OF THE NEW TESTAMENT IN THE PHILIPPINES: A COMPARISON OF THE ACCURACY, NATURALNESS, AND READABILITY OF 1933 AND 1966 TRANSLATIONS OF THE NEW TESTAMENT IN TAGALOG Pub No: 6806173 Author: WATERMAN, G. HENRY Degree: PHD School: NEW YORK UNIVERSITY Date: 1967 Pages: 575 Source: DAI-A 28/11, p. 4505, May 1968 Subject: EDUCATION, RELIGIOUS (0527) ------------------------------------------------------------ Title: THE CONCURRENT VALIDITY OF A NON-REINFORCED CLOZE TEST IN DETERMINING THREE LEVELS OF READABILITY OF SELECTED FOURTH-GRADE STUDENTS. Pub No: 7409401 Author: THOMPSON, KELLY GORDON Degree: EDD School: THE UNIVERSITY OF ALABAMA Date: 1973 Pages: 96 Source: DAI-A 34/10, p. 6372, Apr 1974 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: THE CONTENT, READABILITY, AND READERSHIP OF A TEACHERS ASSOCIATION PERIODICAL Author: AZEVEDO, ALFRED J. Degree: PHD School: UNIVERSITY OF CALIFORNIA, BERKELEY Date: 1952 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE EFFECTIVENESS OF A SELECTED READABILITY FORMULA IN THE PREDICTION OF STUDENT SUCCESS WITH TECHNICAL AND NON- TECHNICAL READING MATERIALS. Pub No: 6702905 Author: DRAKE, LAWRENCE COLEMAN Degree: EDD School: UNIVERSITY OF MISSOURI - COLUMBIA Date: 1966 Pages: 167 Source: DAI-A 27/09, p. 2937, Mar 1967 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: THE EFFECT OF HIGH AND LOW READABILITY LEVEL OF LECTURES ON SECONDARY EDUCABLE MENTALLY RETARDED PUPIL'S LISTENING COMPREHENSION OF MATERIAL PRESENTED Pub No: 6808753 Author: TIMASHENKA, PAUL Degree: EDD School: THE PENNSYLVANIA STATE UNIVERSITY Date: 1967 Pages: 128 Source: DAI-A 29/01, p. 157, Jul 1968 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: THE EFFECT OF ISOLATION, READABILITY AND PARAGRAPH ORGANIZATION ON LEARNING FROM WRITTEN INSTRUCTIONAL MATERIALS. Pub No: 7516884 Author: BROWN, LAURENCE ARTHUR, JR. Degree: PHD School: THE UNIVERSITY OF NEBRASKA - LINCOLN Date: 1974 Pages: 202 Source: DAI-A 36/02, p. 772, Aug 1975 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: THE EFFECT OF READABILITY ON READING COMPREHENSION OF COTTAGE PARENTS IN INSTITUTIONS FOR RETARDED PERSONS. Pub No: 7722148 Author: ROUSSEAU, MARILYN K. Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1976 Pages: 85 Source: DAI-A 38/04, p. 2050, Oct 1977 Subject: EDUCATION, SPECIAL (0529) ------------------------------------------------------------ Title: THE EFFECT OF READABILITY ON THE COMPREHENSION OF CONSUMER LAWS BY ADULTS READING AT VARYING GRADE LEVELS. Pub No: 7628601 Author: CARTER, LAWRENCE Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1976 Pages: 96 Source: DAI-A 37/06, p. 3339, Dec 1976 Subject: EDUCATION, ADULT AND CONTINUING (0516) ------------------------------------------------------------ Title: THE EFFECT OF REDUCED READABILITY TEXT MATERIALS ON COMPREHENSION AND BIOLOGY ACHIEVEMENT Pub No: 8022526 Author: WRIGHT, JILL DIANE Degree: PHD School: THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Date: 1980 Pages: 152 Source: DAI-A 41/04, p. 1514, Oct 1980 Subject: EDUCATION, READING (0535) Abstract: The purpose of this study was to investigate the effect on comprehension and biology achievement of providing high school students with materials written at a lower level of readability than that of their assigned biology textbook. Biology students (N = 265) from two high schools in Alamance County, North Carolina, served as subjects. Two chapters from the textbook, Modern Biology (fifth edition) were rewritten to an average readability level of sixth grade, as judged by Fry's Readability Graph. Comprehension of both original and rewritten materials was tested by means of cloze passages. Cloze tests were constructed for both technical and non-technical passages. Subjects were placed in one of two comprehension groups (adequate and inadequate) on the basis of cloze test scores on the original text material. Subjects were also divided into strata according to the biology class which they attended and then randomly assigned to experimental and control groups. This resulted in the formation of four groups: two experimental groups (adequate and inadequate comprehension) and two control groups (adequate and inadequate comprehension). A folder containing the rewritten chapters was issued to each experimental-group student. A similar folder containing a mimeographed copy of the original text was given to each student in the control groups. Students used the issued materials, instead of the assigned textbook, for approximately four weeks. No other changes in instructional materials or methods were instituted. At the conclusion of the unit of study, biology achievement was measured by scores on a unit test, jointly designed by the teachers in the study and the researcher. Major findings of the study were as follows: (1) The textbook, Modern Biology (fifth edition) had an average readability level of 12th grade and was being used by students in the 9th and 10th grades. (2) Two-thirds of the 265 subjects experienced difficulty in comprehending, at the instructional level, their assigned biology textbook. (3) Cloze score comparisons between original and rewritten materials revealed that the rewritten materials were significantly easier to comprehend than the textbook, p < .001. This finding held true for both students who could comprehend satisfactorily the assigned biology textbook and those who could not. (4) Students demonstrated significantly better comprehension of both technical and non-technical passages that had been rewritten to a lower level of readability. However, technical passages received significantly lower comprehension scores than did non-technical passages at the same level of readability. (5) Biology achievement was not significantly changed when students used the reduced readability materials, instead of the assigned textbook, for approximately four weeks. ------------------------------------------------------------ Title: THE EFFECT OF TEXT SIMPLIFICATION AND INSTRUCTIONAL PROCEDURE ON THE INFERENCE GENERATION OF FIFTH-GRADE DISABLED READERS (READABILITY, DIRECTED READING-THINKING ACTIVITY (DR-TA), GROUP MAPPING ACTIVITY, CHILDREN'S LITERATURE) Pub No: 8604346 Author: PINTER, KAREN ANN Degree: EDD School: NORTHERN ILLINOIS UNIVERSITY Date: 1985 Pages: 296 Source: DAI-A 46/12, p. 3668, Jun 1986 Subject: EDUCATION, READING (0535) Abstract: This study was designed to investigate the effects of text simplification and instructional procedure on the inference generation of fifth-grade subjects classified as disabled readers. The two instructional procedures used were the Directed Reading Activity/Group Mapping Activity (DRA/GMA) and the Directed Reading-Thinking Activity/Group Mapping Activity (DR-TA/GMA). The quantity, type, and validity of the inferences generated during the instructional procedures were assessed. Subjects for the study were 24 fifth-grade students of average intelligence. These subjects were randomly selected and placed into the four groups which constituted the cells of the experimental design: 2 (text) x 2 (instructional strategy). Each group was composed of 3 males and 3 females. An original story and a version of this story adapted for a basal reader were used as texts for the study. The adaptation process, for which the Fry Readability Formula served as a guide, resulted in reduced sentence length with a corresponding decrease in the numbers of connectives and conjunctions and an increase in the number of pronouns. In addition, the macrostructure of the story was significantly affected by the removal of several events. Transcripts of the audio-taped instructional procedures were used to count the number of inferences generated and to classify them as Informational, Logical, Eval‎uative, or Invalid. A two-way factorial analysis of variance was used to test the hypotheses related to the quantity of inferences generated. Chi-square tests were used to test the hypotheses related to the type and validity of inferences generated. No statistically significant effect of text on inference generation was found. Statistically significant differences were found in the following areas related to instructional strategy: the DR-TA/GMA resulted in the generation of more inferences than did the DRA/GMA; the DR-TA/GMA and the DR-TA resulted in more logical inferences than expected; the DRA resulted in more invalid and informational inferences than expected; and the GMA resulted in more eval‎uative inferences than expected. It was concluded that text simplification has no statistically significant effect on readability, but that instructional procedure does affect the inferencing process. ------------------------------------------------------------ Title: The effect of theoretical and situational knowledge of reading on teachers' estimates of readability Pub No: MK40597 Author: Crichlow, Kerl Alvin; Degree: MA School: THE UNIVERSITY OF BRITISH COLUMBIA (CANADA) Date: 1978 Subject: EDUCATION, GENERAL (0515) Abstract: No abstracts in the Database ------------------------------------------------------------ Title: THE EFFECTS OF ADJUSTING READABILITY ON THE DIFFICULTY OF MATHEMATICS STORY PROBLEMS Pub No: 8210026 Author: PAUL, DOUGLAS JAMES Degree: PHD School: THE UNIVERSITY OF IOWA Date: 1981 Pages: 109 Source: DAI-A 42/11, p. 4718, May 1982 Subject: EDUCATION, ELEMENTARY (0524) Abstract: This study was undertaken to determine the effects of readability, as measured by commonly used readability formulas, on performance on story problems by third, fourth, fifth and sixth grade students. Six forms of a 15-item story problem test were administered to 1,238 students in seven Iowa school districts. Each student completed one form of the test. Five problems involved addition or subtraction, five involved multiplication or division, and five were multiple-step problems. The six test forms varied only in readability level and method of adjusting readability level. The Harris- Jacobson readability formula was used to derive three forms on which only vocabulary was allowed to vary (Method V). The Dale-Chall and Spache formula were used to derive three forms on which sentence structure also was allowed to vary (Method S). The low readability forms of both adjustment methods showed a readability well below 4.0. Items on the middle forms showed a readability between 4.0 and 6.0. Items on the high forms showed readability higher than 6.0. An ANOVA yielded statistically significant main effects only for grade level and problem type, not for readability level. (The mean scores varied from lowest to highest readability tests by only 0.23; from 7.73 to 7.96.) Two interactions were statistically significant, one between problem type and grade and a slight interaction between problem type and adjustment method. Uncommon extremes, such as testing 3rd graders with 16th grade readability level items, were not addressed by this study because the materials selection process in schools does not involve such extremes. Given the tight control of variables, the large sample and the convincing lack of statistical or substantive significance for a readability level effect on performance, the investigator concluded: (1) Popular readability formulas provide no useful information toward determining the difficulty to elementary school children of sets of story problems in mathematics; (2) The practice of using such formulas in selecting tests and curricular materials in mathematics problem solving is not only highly questionable, it is most likely damaging in unnecessarily limiting the materials allowable for consideration in the selection process. ------------------------------------------------------------ Title: THE EFFECTS OF BETWEEN-SENTENCE LINGUISTIC CONNECTIVES ON THE READABILITY OF DISCOURSE Pub No: 8221157 Author: THOMPSON, ISABELLE KRAMER Degree: EDD School: DUKE UNIVERSITY Date: 1982 Pages: 131 Source: DAI-A 43/04, p. 1069, Oct 1982 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279) Abstract: Designed to contribute to a theory of good writing, this study investigated the effects of explicit between- sentence junction on textual efficiency. It manipulated text treatment and eval‎uated total and individual recall scores and reading time. Subjects for the study were 249 tenth graders, identified as high or low achievers according to their comprehension scores on the California Achievement Test. The target text, appearing in six versions was an excerpt from Scientific American. Total and individual recall scores were the number of correct responses to multiple-choice questions. Reading time was the number of seconds required to read the target text. Results indicated that high achievers read faster and remembered more targeted information than low achievers regardless of text treatment. Naming junctive relations did not facilitate recall or shorten reading time for either group. Results also indicated that subjects with the highest recall scores had the shortest reading times. Instead of implying that explicit between-sentence junction does not enhance textual efficiency, the results probably reflect the difficulty of the target text and the inadequacy of the testing procedure. Since the target text contained entirely unfamiliar information, the subjects probably tried to assimilate details without considering how these details were connected. Furthermore, since the study used multiple-choice questions to measure recall, it encouraged subjects to read for details and to ignore connections. Having exhausted their reading energies deciphering the propositions of the target text without attempting to form generalizations, the subjects could not benefit from explicit between-sentence junction. The study suggested future research describing how, when, and where between-sentence junction operates in natural language. Future research should identify the types of explicit between-sentence junction used most frequently in well-written texts and designate the hierarchial level in the meaning of a text where most explicit connections occur. It should also consider the relationship between a writer's purpose and the use of explicit junction and eval‎uate developmental trends related to the use of junction. ------------------------------------------------------------ Title: THE EFFECTS OF LOWERED READABILITY AND THE USE OF A GLOSSARY UPON READING COMPREHENSION OF SELECTED INDUSTRIAL ARTS ELECTRONICS TEXT MATERIALS. Pub No: 7819644 Author: PAIGE, WILLIAM DENNISON Degree: PHD School: THE OHIO STATE UNIVERSITY Date: 1978 Pages: 168 Source: DAI-A 39/05, p. 2792, Nov 1978 Subject: EDUCATION, INDUSTRIAL (0521) ------------------------------------------------------------ Title: THE EFFECTS OF READABILITY AND MACROSIGNALS ON THE COMPREHENSION AND RECALL OF INSTRUCTIONAL TEXT Pub No: 8304080 Author: SMITH, PATRICIA LUCILLE Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1982 Pages: 347 Source: DAI-A 43/12, p. 3854, Jun 1983 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) Abstract: This study investigated the effects of macrosignals, readability level, and training in a reading strategy on 241 high school students' comprehension and recall of a reading passage. Half of the students studied a reading strategy that uses macrosignals to enhance comprehension and aid recall. The remaining participants received instruction on conversions in the metric system. One week after the instruction, the students read one of four versions of the experimental reading passage about the Stone Ages: high readability/with macrosignals, high readability/without macrosignals, low readability/with macrosignals, low readability/without macrosignals. The with-macrosignals versions included title, headings and subheadings, topic sentences, prequestions, introduction, and summaries. The without macrosignals versions included none of these textual cues. The high readability version was written at twelfth grade level according to the Fry Readability Graph. The low readability version, with shorter sentences and simpler vocabulary, was written at the sixth grade level. After the 30-minute period allowed for reading the passage, the students responded to the 'Ease of Reading Scale' on which they reported symptoms of comprehension and lack of comprehension. Then the students answered twenty multiple-choice, paraphrased comprehension questions. One week later the students completed a free recall test. A multiple regression analysis revealed no interactions between treatments or between treatments and reading abilities. The analysis also indicated that the macrosignals and training in the reading strategy had no significant effects on comprehension, recall or reported ease in reading. Readability level did not have a significant effect on comprehension or recall. Readability level did have a statistically significant, but not practically important, effect on student's reported reading ease. Macrosignals may have failed to have an effect because students possessed enough prior knowledge and necessary schemata to construct the relationship between their existing knowledge and the details of the passage. The high readability level may not have been sufficiently above the average student's reading ability to have the predicted effects. The instructional treatment may not have been practiced sufficiently to have the predicted facilitating effects. The attribute variables (prior knowledge and reading ability) had the greatest influence on comprehension scores, an intermediate effect on delayed recall scores, and the least influence on students' reported ease in reading. ------------------------------------------------------------ Title: THE EFFECTS OF READABILITY OF MATHEMATICAL MATERIALS ON ACHIEVEMENT IN AN EIGHTH GRADE MATHEMATICS CLASS Pub No: 8312275 Author: DURHAM, ANNA MAE HAWTHORN Degree: EDD School: TEXAS WOMAN'S UNIVERSITY Date: 1982 Pages: 159 Source: DAI-A 44/01, p. 126, Jul 1983 Subject: EDUCATION, READING (0535) Abstract: The effects of the readability level of mathematics materials on achievement for regular eighth grade students was experimentally studied. Readability levels were determined by the application of R. B. Kane's Formula II for readability of mathematics materials. The subjects were 55 students enrolled in three regular eighth grade mathematics classes in an inner-city middle school. Students were assigned to a regular class based on their Iowa Test of Basic Skills mathematics score. One mathematics lesson was written at three different levels of readability by manipulating the variables presented in Kane's Formula II. Each class was randomly divided into three groups, each group then being assigned a different level of readability. The students were administered a pretest and a posttest over the material presented in the lessons. Two basic analyses were made of the data: first, a comparison of the range of pretest scores and the posttest scores; second, analysis of variance of the pretest scores, posttest scores and the difference between the pretest scores and posttest scores. For this analysis, arrangements were made to use the VRE library program in the inner-city school district computer center. Utilizing statistical analysis, the author concluded that the readability level of mathematics materials has a significant effect on the achievement in mathematics. The group that received the materials written at the losest readability (least difficult) level scored significantly higher on the posttest than did the other two groups. ------------------------------------------------------------ Title: THE EFFECTS OF READABILITY, STUDY GUIDES AND LISTENING- READING ON THE COMPREHENSION OF SIXTH GRADE SOCIAL STUDIES TEXTBOOK MATERIALS Pub No: 8300779 Author: SHOREMAN, DANIEL J. Degree: EDD School: BOSTON UNIVERSITY SCHOOL OF EDUCATION Date: 1982 Pages: 201 Source: DAI-A 43/08, p. 2619, Feb 1983 Subject: EDUCATION, READING (0535) Abstract: This study investigated the effects of readability level, study guides and simultaneous listening-reading on social studies textbook comprehension. Twelve intact sixth grade classes totaling 245 students from a suburban Boston community were used. The tests administered were: (1) The Iowa Test of Basic Skills, Reading Comprehension subtest, to measure reading level. (2) The Otis-Lennon Mental Ability Test to measure IQ. (3) Four weekly tests devised by the investigator to measure comprehension. The statistical procedures used were analysis of variance, analysis of variance with four repeated measures and the Scheffe test. Question 1: What are the differences in social studies textbook comprehension of sixth grade students when the following treatment methods are presented: the original text untreated, the text rewritten to a fourth grade level of readability, the original text accompanied by study guides and simultaneous reading and listening of the original text? Findings: The Rewritten Text was significantly superior to the Original at the .05 level using the Scheffe procedure. The Study Guide and Listening-Reading methods were significantly superior to the Original at the .01 level. Question 2: What is the relationship of reading level to the comprehension of social studies textbook materials when presented according to the four treatment methods of the study? Findings: Above average readers scored significantly higher than below average readers at the .001 level using analysis of variance on all treatment methods combined. Above average readers scored significantly higher using the Rewritten Text over the Original at the .05 level. No other significant differences were found. Question 3: What is the relationship of intelligence to the comprehension of social studies textbook materials when presented according to the four treatment methods of the study? Findings: The high IQ group scored significantly higher than the low IQ group at the .001 level using analysis of variance on all four treatment methods combined. No other significant differences were found. Question 4: What is the relationship of sex to the comprehension of social studies textbook materials when presented according to the four treatment methods of the study? Findings: There were no significant differences between girls and boys. ------------------------------------------------------------ Title: THE EFFECTS OF THE READABILITY LEVELS OF COLLEGE TEXTBOOKS ON THE ACADEMIC PERFORMANCE OF STUDENTS ENROLLED AT A FOUR-YEAR, URBAN INSTITUTION Pub No: 8905287 Author: SIMPSON, SCLEMON Degree: EDD School: TEXAS SOUTHERN UNIVERSITY Date: 1988 Pages: 94 Adviser: AARON, EARVIN Source: DAI-A 50/02, p. 374, Aug 1989 Subject: EDUCATION, HIGHER (0745); EDUCATION, ADMINISTRATION (0514) Abstract: This study examines the readability levels of four textbooks in an effort to determine their effects on the academic performance of freshmen students enrolled at Clark College in the Atlanta University Center. Using the Fry Readability Formula and the Irwin and Davis Readability Checklist, the researcher graded the physical science, biological science, social science, and history textbooks--all considered content texts that are used by entering freshmen at Clark College. The population for this study consisted of 500 freshmen students, of which 327 were used. The researcher wanted to use the entire population; but, for one reason or another, 173 students did not complete the courses used for this study. Those students were eliminated to avoid data gaps. Using the readability levels of the textbooks and the reading levels of the students, obtained from administration of the Iowa Silent Reading Test, the researcher divided the students into two groups--those reading at or above the readability levels of the textbooks and those reading below the readability levels of the textbooks. The analysis of variance was used to compare these two groups on the dependent variable, academic performance--grades earned in each course. The researcher found that all of the textbooks were written above the actual reading levels of a majority of those freshmen students who were required to purchase and use them. Approximately 61 percent of the freshmen students used in the study were reading below the 12th grade level, while each textbook, when analyzed, was categorized as 12+ grade. It was also discovered that those students reading at or above the readability levels of the textbooks performed significantly better than those students who were reading below the readability levels of the textbooks they were required to purchase and use. ------------------------------------------------------------ Title: THE EFFECTS OF THE READABILITY OF MATHEMATICAL MATERIALS ON ACHIEVEMENT IN REMEDIAL MATHEMATICS IN A SELECTED COMMUNITY COLLEGE. Pub No: 7516633 Author: BANKSTON, LINDA VERLENE COCHRAN Degree: PHD School: THE UNIVERSITY OF TEXAS AT AUSTIN Date: 1975 Pages: 155 Source: DAI-A 36/02, p. 815, Aug 1975 Subject: EDUCATION, SPECIAL (0529) ------------------------------------------------------------ Title: THE EFFECTS OF THREE SENTENCE-COMBINING TRANSFORMATIONS ON READABILITY. Pub No: 7409298 Author: BYRNE, SHIRLEY MAXINE Degree: EDD School: UNIVERSITY OF KENTUCKY Date: 1973 Pages: 202 Source: DAI-A 34/10, p. 6349, Apr 1974 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: THE EFFECTS OF WORD FREQUENCY, SENTENCE LENGTH AND SENTENCE STRUCTURE ON THE READABILITY OF TWO COLLEGE TEXTBOOK PASSAGES Pub No: 8028185 Author: JOHNSON, LINDA LEE Degree: PHD School: THE UNIVERSITY OF WISCONSIN - MADISON Date: 1980 Pages: 239 Source: DAI-A 41/10, p. 4345, Apr 1981 Subject: EDUCATION, READING (0535) Abstract: The purpose of this study was to determine the effects of three stylistic factors on the readability of textbook prose. The three stylistic factors were sentence length, sentence structure and word frequency. The study was intended to assess the extent to which the factors, taken alone or in combination, affected the readability of two 1000-word college textbook passages when the content remained the same. Readability was defined as the fluency with which a prose passage is comprehended. Researchers have found that word frequency and sentence length are associated with the difficulty of short passages intended for children. These factors need to be examined further to determine how much they might be responsible for the difficulty of textbooks intended for mature readers. A third factor, sentence structure, was also examined for its effects on readability. Sentence structure has been suggested in three recent readability theories as a cause of difficulty. To assess the effects of the three stylistic factors on textbook readability, two college textbook passages were rewritten with shortened sentences, more frequently occurring nontechnical words, and cumulative sentences, those sentences containing a short base clause followed by free modifiers. Combinations of the three variables formed the remaining treatment conditions. The comprehension, rate, reading efficiency and retention of high school seniors were assessed on the original passages and on their rewritten versions. Reading efficiency, the number of comprehension test items answered correctly per minute of reading time, was used for the main measure of readability. The comprehension assessment consisted of short answer, wh-questions constructed from randomly selected outline statements. At the first of two sessions conducted at four high schools, 336 subjects read a passage about Cells or Computers, recorded their reading times, responded on measures of interest and comprehension, then read the second passage. The second passage, on the other topic, was assessed for retention a week later. The data was primarily analyzed using Kruskall-Wallis planned comparisons. When the mean scores of the original versions were contrasted with the rewritten versions, the scores fell into patterns that may warrant further investigation, although the statistical tests did not reach statistical significance. The Cells passage seemed easier when rewritten with the combination of short sentences and more frequently occurring words and when rewritten with the combination of all three stylistic factors. The Computer passage seemed easier when rewritten with sentence structure alone or in combination with other factors. The results were thought due to the differences in the actual causes of difficulty in the original passages. To the degree that difficulties in the original passages were corrected in the rewritten versions, readability was likely to be improved. Although some difficulties in the original passages--lengthy base clauses and unfamiliar nontechnical vocabulary--were corrected, the likely overwhelming cause of difficulty, unfamiliar content, was not corrected, resulting in nonsignificant differences in readability. ------------------------------------------------------------ Title: THE EFFICACY OF CLOZE PROCEDURE FOR ESTIMATING READING ABILITY OF STUDENTS AND READABILITY OF MATERIALS IN ADULT FUNDAMENTAL EDUCATION PROGRAMS. Pub No: 7523868 Author: ROSENKRANZ, CATHERINE ISABELLA ROGERS Degree: PHD School: THE UNIVERSITY OF WISCONSIN - MADISON Date: 1975 Pages: 139 Source: DAI-A 36/08, p. 4964, Feb 1976 Subject: EDUCATION, ADULT AND CONTINUING (0516) ------------------------------------------------------------ Title: THE EFFICACY OF THE CLOZE PROCEDURE AS A READABILITY TOOL ON TECHNICAL CONTENT MATERIAL AS USED IN INDUSTRIAL EDUCATION AT THE HIGH SCHOOL LEVEL Pub No: 7206957 Author: HOUSKA, JOSEPH THOMAS Degree: EDD School: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Date: 1971 Pages: 199 Source: DAI-A 32/08, p. 4500, Feb 1972 Subject: EDUCATION, VOCATIONAL (0747) ------------------------------------------------------------ Title: THE INFLUENCE OF INTRABOOK READABILITY VARIATION ON READING COMPREHENSION Pub No: 8021127 Author: REEVES, HAROLYN HICKMAN Degree: EDD School: MISSISSIPPI STATE UNIVERSITY Date: 1980 Pages: 243 Source: DAI-A 41/03, p. 935, Sep 1980 Subject: EDUCATION, ELEMENTARY (0524) Abstract: The purpose of this study was two-fold: (1) to determine the effect of intrabook readability variation on the reading comprehension performance of intermediate students as measured by the intrabook readability test, and (2) to determine the relationship between the intrabook readability test, a typical informal reading inventory, and teacher assessment of pupils' instructional reading levels. The population for the study was composed of 234 fifth grade students enrolled in a public middle school located in Northeast Mississippi. Subjects were selected through the use of a stratified sampling technique. Thus, the sample consisted of students who had been placed at the 5th grade instructional level in reading by their teachers. Two testing instruments were developed by the researcher and used for the collection of data. The intrabook readability test, consisting of 11 cloze test passages taken from a 5th grade reader, Images, was used to test reading comprehension. The 11 cloze test passages for the intrabook readability test were selected and scaled according to the Fry Readability Formula. The second test instrument, developed by the examiner and used in the study, was a typical informal reading inventory. This informal reading inventory consisted of test passages for oral reading, silent reading, and comprehension checks at grade levels, preprimer to sixth grade. Four hypotheses were tested. Percentage charts and dependent t tests were used to analyze the data. A significance level of .05 was used in the analysis of the t values. The findings of the study indicated the following: (1) The reading comprehension of the children was significantly affected by the intrabook readability variation within the basal reader, Images. Beginning with the 5th grade cloze passage, 57 percent of the sample was reading at a frustrational reading level. The percentage of children frustrated at a particular reading level increased as the levels of difficulty of the test passages increased. This finding suggested that intrabook readability variation should be considered as an important content validity factor in the construction of placement tests such as informal reading inventories and cloze procedures, etc. Otherwise, instructional reading level scores based on performance with one or two book samples has external validity to only a portion of a book, in some cases a very small portion of a book. Since no systematic pattern of readability variation was found with the basal reader studied, it appears that there is no way of knowing which part of a book is predicted by an instructional reading level short of measuring all of its contents for readability. (2) The intrabook readability test, used in the study to measure reading comprehension, yielded a mean reading placement score that was significantly different from the mean reading placement score yielded by teacher assessment. (3) The informal reading inventory, used in the study to measure reading placement, yielded a mean reading placement score that was significantly different from the mean reading placement score yielded by teacher assessment. (4) Using a confidence level of 95 percent, the intrabook readability test mean placement score more closely approximated the mean placement score, as measured by teacher assessment, than did the mean placement score yielded by the informal reading inventory. In light of these findings, the researcher recommended that reading teachers use intrabook readability variation checks to aide them in the development of testing and teaching tools, especially in the area of reading comprehension. If used correctly, readability information should help to bring improvement in reading comprehension scores. Fitting the child to the correct reading material is the key to success in reading. ------------------------------------------------------------ Title: THE INFLUENCE OF PASSAGE ORGANIZATIONAL STRUCTURE UPON TWO ESTIMATES OF READABILITY. Pub No: 7429242 Author: MCWHORTER, KATHLEEN T. Degree: EDD School: STATE UNIVERSITY OF NEW YORK AT BUFFALO Date: 1974 Pages: 160 Source: DAI-A 35/06, p. 3303, Dec 1974 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE INFLUENCE OF READABILITY OF TEXT, MOTIVATION, AND INTELLIGENCE ON CRITICAL READING COMPREHENSION OF SECONDARY SOCIAL STUDIES STUDENTS. Pub No: 7911017 Author: RYAN, GARY THOMAS Degree: PHD School: THE UNIVERSITY OF TEXAS AT AUSTIN Date: 1978 Pages: 139 Source: DAI-A 39/11, p. 6684, May 1979 Subject: EDUCATION, SECONDARY (0533) ------------------------------------------------------------ Title: THE INTERACTIVE EFFECTS OF ANXIETY AND READABILITY ON READING COMPREHENSION AND RATE OF COMPREHENSION Pub No: 8010508 Author: LUCKETT, ALBERT JOSEPH Degree: PHD School: UNIVERSITY OF KENTUCKY Date: 1979 Pages: 147 Source: DAI-A 40/11, p. 5805, May 1980 Subject: EDUCATION, READING (0535) ------------------------------------------------------------ Title: THE INTERCORRELATIONS AMONG THREE READABILITY FORMULAS WHEN APPLIED TO SELECTED FOURTH, FIFTH, AND SIXTH GRADE SCIENCE TEXTBOOKS Pub No: 7214634 Author: DRIVER, JEAN RICKS Degree: EDD School: NORTHWESTERN STATE UNIVERSITY OF LOUISIANA Date: 1972 Pages: 97 Source: DAI-A 32/11, p. 5999, May 1972 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE INTERRELATIONSHIPS OF FOURTH GRADE STUDENTS READING ACHIEVEMENT, ORAL GENERATION AND WRITTEN PRODUCTION AS DETERMINED BY FACTORS FOUND IN FOUR READABILITY FORMULAS Pub No: 8229749 Author: MOHLER, LYNETTE EILEEN ZUROFF Degree: EDD School: MONTANA STATE UNIVERSITY Date: 1982 Pages: 123 Source: DAI-A 43/07, p. 2222, Jan 1983 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: The purpose of this study was to determine the interrelationships existing among reading achievement, written language production and oral language generation of fourth grade students in Helena, Montana and Glendive, Montana through application of those verbal elements found in the Lorge Readability Formula, the Lazdowski Sample Survey, the Fog Index and the Botel and Granowsky Syntactic Complexity Formula. The problem was investigated by (a) administering the Gates MacGinitie Reading Achievement Test, Level D, Form 1 to 255 fourth grade students; (b) asking these students to complete, in writing, a story starter; (c) having the students orally tell a story; (d) transcribing the oral generations into written form; (e) applying the Lorge Readability Formula, the Fog Index, the Lazdowski Sample Survey and the Botel and Granowsky Syntactic Complexity Formula to each oral and written sample. After the Pearson product-moment correlation was employed the results of this study indicated that (a) there was no statistically significant relationship between fourth grade students' total reading achievement scores and their writing levels as measured by the Lorge Readability Formula, the Lazdowski Sample Survey, nor the Fog Index; (b) there was a statistically significant relationship between fourth grade students' writing levels as measured by the Lazdowski Sample Survey and their reading comprehension levels; (c) there was a statistically significant relationship between fourth grade students' total reading achievement scores and their writing levels as measured by the Botel and Granowsky Syntactic Complexity Formula; (d) there was no statistically significant relationship between fourth grade students' reading achievement levels and their oral production as measured by the four readability formulas; (e) there was no statistically significant relationship between written generation and oral production as measured by the Lorge Readability Formula, the Lazdowski Sample Survey or the Fog Index; (f) there was a statistically significant relationship between fourth grade students' speaking and writing levels as measured by the Botel and Granowsky Syntactic Complexity Formula. Stepwise multiple regression identified an R('2) of .42800 after the inclusion of seventy-two independent variables used in this study. It was concluded that the variables employed in this study, when applied to written and/or oral productions, did not provide an effective linear prediction of reading achievement. ------------------------------------------------------------ Title: THEORETICALLY BASED TEST ITEM READABILITY: AN APPROACH TO ESTIMATING THE DEGREE TO WHICH AN ITEM CAN BE UNDERSTOOD AND ANSWERED CORRECTLY (DIFFICULTY, SEMANTIC MEMORY, DIFFERENTIAL SELECTION) Pub No: 8618453 Author: DUNCAN, ROBERT ERIC Degree: PHD School: THE UNIVERSITY OF TEXAS AT AUSTIN Date: 1986 Pages: 210 Source: DAI-A 47/05, p. 1705, Nov 1986 Subject: EDUCATION, TESTS AND MEASUREMENTS (0288) Abstract: Since very few researchers have investigated test item readability in the recent past, this research investigated this issue in order to propose the advantages of a semantically based theory for determining the readability level of multiple-choice test items. The model used in this research integrated Duncan's (1981) approach and Kintsch's (1974) theory of semantic memory. Major components of this integrated theory involved syntactic variables such as left- and right-branching, centerembeddedness, and jargon, and the semantic variables, as adapted to fit test items, of propositional density, operator density, argument density and propositional level of the item. Multiple linear regression analysis was used to predict item reading grade level and item p-values with the predictors used in the model of item readability created by combining Duncan's and Kintsch's theoretical approaches. The results indicated that both item reading grade level (RGL) and item p-values were predicted primarily by the semantic variables of propositional, operator, and argument densities and propositional level, and by the reading grade level of the text from which the items were taken (TXTRGL). The equation which predicted item RGL was significant ((,5)F(,187) = 13.12, p < .001) with a multiple R of .520. This equation indicated that increasing semantic information, reducing the propositional level, and selecting text passages with higher RGL's would reduce item RGL's in a highly heterogeneous population. Item p-values were also significantly predicted ((,4)F(,188) = 3.49, p < .01) with a multiple R of .263. The predictors in this equation indicated that selecting text passages with lower RGL's reducing propositional, operator, and argument densities would make items easier to answer. Given these significant results, the majority of null hypotheses stated in this research were rejected. The major conclusions reached from the data were (a) item readability and text readability are different entities and (b) using text readability formulae to predict item readability could yield inaccurate results. The model specified in this research was found to be sufficient to describe the data. However, further research was suggested to more adequately test this model by manipulating item variables and by using various other measures of examinee reading abilities. ------------------------------------------------------------ Title: THE PREDICTION OF FRESHMAN COMPOSITION GRADES AT A COMMUNITY COLLEGE: A CORRELATIONAL STUDY BASED ON A NONCOMPUTATIONAL READABILITY SCALE Pub No: 8415654 Author: LAMB, BILL HENRY Degree: PHD School: KANSAS STATE UNIVERSITY Date: 1984 Pages: 187 Source: DAI-A 45/04, p. 1024, Oct 1984 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: The purpose of this study was to test the effectiveness of the Rauding Scale of Prose Difficulty applied to a sample of a freshman students' writings in order to predict their Written Communications I grade. By applying an index to a writing sample of 300 words, it was possible to rate an individual's potential for success. It was possible to identify students in need of English remediation. The study was comprised of two randomly divided groups with 110 subjects in Group 1 and 114 subjects in Group 2. The method of this study involved six steps. First, students completed a writing sample consisting of approximately 300 words. Three qualified raters identified by the Rauding Scale Qualification Test then rated each sample and applied a grade level index to the writing. The first group was analyzed and at the conclusion of the semester, the mean grade level of each student was correlated to his/her course grade. The correlation (r = +.467) was found to be significant beyond the .001 level. Based on the significant correlation found in the first group, a Linear Regression Analysis was performed which generated a prediction regression line (Y' = .200X + 1.031). The second group was then rated by the same raters using the readability scale. Predicted end course grades were derived using the regression formula. The correlation between the predicted grades and the actual end course grades was found to be r = +.442. This figure was also significant beyond the .001 level of confidence. The implications of this finding were that the Rauding Scale of Prose Difficulty applied to a freshman student writing sample was a viable index for predicting success or failure in Written Communications I at a selected community college. ------------------------------------------------------------ Title: THE READABILITY AND COMPREHENSIBILITY OF SPANISH PROSE AS DETERMINED BY THE FRASE GRAPH AND THE CLOZE PROCEDURE Pub No: 8014255 Author: VARI-CARTIER, PATRICIA Degree: EDD School: RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEW BRUNSWICK Date: 1980 Pages: 299 Source: DAI-A 41/01, p. 141, Jul 1980 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279) Abstract: This study involved three areas of investigation: (1) the development and validation of a graph to estimate the readability of Spanish prose materials, (2) the validation of the cloze procedure as a measure of the readability of Spanish prose, and (3) an examination of the cloze procedure as a measure of general and specific reading comprehension. The Spanish readability graph was developed using a variety of Spanish textbooks and literature. Passages selected from each source were analyzed to determine the average number of sentences and syllables per 100 words. The ratio of syllables to sentences was converted to coordinate on a graph. These coordinates formed definite clusters, the positions of which were used to develop the quadrants designating relative passage difficulty. The graph was titled the Fry Readability Adaptation for Spanish Eval‎uation, or the acronym FRASE. The FRASE graph was validated by comparing the readability designations of eight specific passages, as determined by FRASE, the Spaulding formula, subjective teacher eval‎uations, cloze test scores, and multiple- choice test scores. The Pearson Product-Moment Correlation was used to perform the comparisons. In all cases, FRASE graph designations correlated highly (.91 to .97) with the alternate readability estimates. The findings supported the hypothesis that the FRASE graph could be used to estimate the readability of Spanish prose. The cloze procedure was examined as an alternate method of estimating the readability of Spanish prose. Cloze tests ere developed using the eight passages employed in the FRASE graph validation study. Every 10th word was deleted from each passage. The cloze tests were administered to a group of 273 secondary-level Spanish students. A cloze test score was computed for each student. The individual students' scores were also converted to average scores per test passage. The average cloze scores were correlated with FRASE graph designations, Spaulding formula designations, subjective teacher eval‎uations, and multiple-choice test scores. The cloze test scores correlated highly (.92 to .96) with each of the alternate estimates of readability. The high correlations confirmed the hypothesis that the cloze procedure could be effectively used to estimate the readability of Spanish prose materials. Since readability (the relative difficulty of a passage) and comprehension (the degree to which the reader derives meaning from a passage) are related, an investigation was conducted to determine the validity of cloze testing as a method to measure student comprehension of Spanish materials. The students' cloze scores were correlated with their scores on the Pimsleur Spanish Proficiency Test of Reading Comprehension (a standardized instrument to assess general comprehension) and on multiple-choice tests. No averages were computed with this set of test data as student performance, not passage difficulty, was being measured. Moderate correlations (.75 to .78) were obtained from comparing the cloze tests, the multiple-choice tests, and the Pimsleur tests. These findings supported the hypothesis that the cloze procedure could be used to measure both the specific and general comprehension of students studying Spanish. The significance of this study is that it provides teachers with a new and easy-to-use method of estimating the readability of Spanish prose materials intended for classroom use. The results of the cloze investigations indicate that educators can use the procedure to augment existing testing methods, to eval‎uate material difficulty, and measure student progress. The study opens new avenues of investigation to researchers in the fields of readability and comprehension in second languages. Useful information may be derived from additional studies using the FRASE graph and the cloze procedure to other facets of foreign language instruction. ------------------------------------------------------------ Title: THE READABILITY LEVELS OF RECENTLY PUBLISHED ELEMENTARY SCIENCE TEXTBOOKS Pub No: 0008881 Author: BURKEY, JACOB EUGENE Degree: PHD School: UNIVERSITY OF PITTSBURGH Date: 1954 Pages: 81 Source: DAI- 14/09, p. 1328, 1962 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE READABILITY OF ABSTRACTS AND SOURCE DOCUMENTS. Pub No: 7409867 Author: DRONBERGER, GLADYS BARRETT Degree: PHD School: THE UNIVERSITY OF OKLAHOMA Date: 1973 Pages: 74 Source: DAI-A 34/11, p. 7039, May 1974 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: THE READABILITY OF ADULT HEALTH EDUCATION MATERIALS (ADULT EDUCATION) Pub No: 9017120 Author: DUFFY, MARGARET MCLAUGHLIN Degree: EDD School: UNIVERSITY OF SOUTH CAROLINA Date: 1989 Pages: 124 Source: DAI-A 51/04, p. 1124, Oct 1990 Subject: EDUCATION, HEALTH (0680); EDUCATION, ADULT AND CONTINUING (0516); EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: The purpose of this descriptive study was to determine if the most widely distributed current health education materials of the national health related voluntary associations are written below ninth grade reading level and incorporate document design features known to facilitate the reading process. A Document Design Features Appraisal Form (DDFAF) was developed from a review of the literature and sent to experts in the areas of reading research and adult literacy. The form was subsequently revised and weighted based on feedback from this group. A total of 60 pamphlets were collected from the following associations: American Lung Association, American Diabetes Association, American Heart Association, American Cancer Society, and the National Kidney Foundation. A DDFAF was completed for all 60 pamphlets. Ranges of reading grade levels were found to be: Fry Readability Formula (5.67 to 17.0+); SMOG Readability Formula (7.12 to 15.61); and Fog Readability Formula (6.41 to 16.83). The means were Fry--11.08, SMOG--11.37, and Fog--12.07. Correlations of the three readability formulas were strongly positive: Fry $-$ SMOG =.8895; Fry $-$ Fog =.8672 and SMOG $-$ Fog =.9885. The DDFAF quantified the use of 30 document design features. These 30 features were incorporated in the health education materials surveyed from a minimum of 50.7% to a maximum of 86%. The use of Pearson product moment correlation coefficients showed that there was a significant negative association between reading grade levels and document design scores, i.e., the lower the reading grade level (as determined by the readability formulas of Fry, SMOG, and Fog) the higher document design score (the higher the inclusion of document design features known to facilitate the reading process). In this study, very few health education materials were found to be written below ninth grade level (6 out of 60) and none was written at or below the fifth grade level. All materials included some of the document design features known to facilitate the reading process. ------------------------------------------------------------ Title: THE READABILITY OF CERTAIN TYPE SIZES AND FORMS IN SIGHT- SAVING CLASSES Author: MCNALLY, HAROLD J. Degree: PHD School: COLUMBIA UNIVERSITY Date: 1944 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE READABILITY OF CHILDREN'S LITERATURE PUBLISHED IN THE UNITED STATES DURING THE PERIOD JUNE 1956 THROUGH JUNE 1958 Pub No: 6002889 Author: GRIESE, ARNOLD ALFRED Degree: PHD School: THE UNIVERSITY OF ARIZONA Date: 1960 Pages: 173 Source: DAI- 21/03, p. 496, 1962 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE READABILITY OF CLASSROOM PERIODICALS FOR UPPER ELEMENTARY GRADES Pub No: 7004174 Author: RICHARDSON, SELMA KATHERINE Degree: PHD School: THE UNIVERSITY OF MICHIGAN Date: 1969 Pages: 163 Source: DAI-A 30/09, p. 3648, Mar 1970 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE READABILITY OF ECONOMIC TEXTBOOKS Pub No: 0015119 Author: ZAHNISER, KENNETH CLAIR Degree: EDD School: UNIVERSITY OF PITTSBURGH Date: 1955 Pages: 129 Source: DAI- 16/01, p. 84, May 1968 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: THE READABILITY OF ELEMENTARY ALGEBRA TEXTUAL MATERIAL Pub No: 7201247 Author: KULM, GERALD Degree: EDD School: COLUMBIA UNIVERSITY Date: 1971 Pages: 129 Source: DAI-A 32/06, p. 2913, Dec 1971 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE READABILITY OF GEOMETRY AND ALGEBRA/TRIGONOMETRY TEXTBOOKS AS IT RELATES TO SCHOLASTIC APTITUDE, SEX, AND BOOK POSITION. Author: SMITH, WILLIAM HAROLD Degree: PHD School: UNIVERSITY OF SOUTHERN CALIFORNIA Date: 1977 Source: DAI-A 38/08, p. 4558, Feb 1978 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: THE READABILITY OF OFFICIAL SEABURY AND RELATED RESOURCE MATERIAL AS MEASURED BY THE FLESCH FORMULA: A STUDY OF SOME EPISCOPAL CHURCH SCHOOL MATERIAL PUBLISHED PRIOR TO 1956 Pub No: 0020040 Author: PEARSE, MAX MILTON, JR Degree: EDRD School: HARTFORD SEMINARY Date: 1956 Pages: 240 Source: DAI- 17/06, p. 1256, Mar 1972 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE READABILITY OF OHIO READING CIRCLE BOOKS Pub No: 0018236 Author: HOLLINGSWORTH, GLEN HOWARD Degree: EDD School: UNIVERSITY OF PITTSBURGH Date: 1956 Pages: 207 Source: DAI- 16/12, p. 2348, Mar 1972 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE READABILITY OF PROJECTED CAPTIONS FOR CHILDREN 6-9 YEARS OF AGE Pub No: 7011718 Author: COSTELLO, JAMES WILLIAM Degree: EDD School: INDIANA UNIVERSITY Date: 1970 Pages: 84 Source: DAI-A 31/01, p. 281, Jul 1970 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: THE READABILITY OF SELECTED FOURTH, FIFTH AND SIXTH-GRADE SOCIAL STUDIES TEXTBOOKS AS DETERMINED BY THE FRY READABILITY GRAPH AND GROUP INFORMAL READING INVENTORIES. Pub No: 7720479 Author: PRUITT, JANET LOUISE MCCRACKEN Degree: EDD School: OREGON STATE UNIVERSITY Date: 1977 Pages: 192 Source: DAI-A 38/05, p. 2529, Nov 1977 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: THE READABILITY OF SELECTED RELIGIOUS MATERIALS FOR CATHOLIC ELEMENATRY SCHOOLS Author: CORCORAN, M. JEROME, SISTER Degree: PHD School: CASE WESTERN RESERVE UNIVERSITY Date: 1952 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE READABILITY OF SELECTED TENTH-GRADE BIOLOGY TEXT MATERIALS Pub No: 7010284 Author: HOLLER, RICHARD LEROY Degree: EDD School: UNIVERSITY OF MARYLAND COLLEGE PARK Date: 1969 Pages: 157 Source: DAI-A 30/12, p. 5225, Jun 1970 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: THE READABILITY OF SELECTED TEXTBOOKS AND THE READING ABILITIES OF FRESHMAN STUDENTS AT A COMMUNITY COLLEGE Pub No: 8714281 Author: PRIDE, JOANN Degree: EDD School: THE UNIVERSITY OF MISSISSIPPI Date: 1987 Pages: 130 Source: DAI-A 48/03, p. 618, Sep 1987 Subject: EDUCATION, READING (0535) Abstract: Open admissions policies and greater availability of financial aid have contributed to an increase in the heterogeneity of students admitted to colleges. These students have a wide range of academic abilities, academic goals, and social interests. They are expected to read at levels required to understand the material assigned by instructors in the various content areas. However, great discrepancies exist between the reading abilities of these students and the readability of their textbooks. The purposes of this study were to investigate: (1) the reading grade levels of freshman students enrolled in introductory biology, English, and history courses at Palm Beach Junior College, North Campus, during the Fall and Winter semesters of 1985-86; (2) the readability levels of textbooks used in these courses; (3) the relationship between the students' reading grade levels and the readability levels of the textbooks; and (4) the relationship between students' achievement as measured by final course grades and their reading grade levels. The Nelson-Denny Reading Test, Form C, was the instrument applied to obtain reading scores from students, and the Dale-Chall Readability Formula was used to ascertain readability scores for the textbooks. The Pearson Correlation and the Bivariate Regression Analysis were used to test the reading grade equivalency levels and the students' final course grades. The analysis of data indicated that there were no relationships between the readability levels of the biology and history textbooks, the vocabulary, comprehension and total grade equivalency scores, and the final course grade. However, there was a relationship between the readability level of the English textbook, the vocabulary, comprehension, and total scores, and the students' final course grades. Students who possessed reading levels higher than the readability levels of their textbooks did not receive higher grades than those who possessed reading levels below the readability levels of their assigned textbooks. ------------------------------------------------------------ Title: THE READABILITY OF SPANISH READING MATERIALS AT THE ELEMENTARY LEVEL Pub No: 8407964 Author: MARTINEZ, JOYCE LUJAN Degree: EDD School: UNIVERSITY OF CALIFORNIA, LOS ANGELES Date: 1983 Pages: 143 Source: DAI-A 44/12, p. 3595, Jun 1984 Subject: EDUCATION, ELEMENTARY (0524) Abstract: The purpose of this study was to explore the notions of readability and design a readability graph for assessing the difficulty level of elementary Spanish reading textbooks. The study was conducted using the procedure developed in English by Fry (1968, 1969) and adapted for adult Spanish prose by Vari-Cartier (1980). This procedure was based on the theory that syllable count and sentence length were key factors in predicting readability. The present study was centered around 160 Hispanic elementary students receiving Spanish reading instruction in bilingual programs in Colorado. Passages of one hundred words from twenty-one Spanish reading textbooks representing the five reading series used most often in Colorado bilingual programs were analyzed with regard to syllable count and sentence length. This information was used to group the textbooks into six broad grade level equivalents and, thus, develop the Mart(')inez Readability Graph (MRG) for assessing the readability level of Spanish reading textbooks. To validate the graph, cloze tests developed from the twenty-one textbook passages were administered to the subjects. Further validation was accomplished by asking twenty experienced bilingual teachers (representing grades K-6) to eval‎uate the difficulty level of the textbooks. The results of the cloze tests and teacher eval‎uations were correlated to the textbook category groupings assigned by the MRG. The data resulted in strong inverse correlations (-.68 to -.96), meaning that scores became lower as the tests became more difficult. This gave strength to the hypothesis that syllable count and sentence length are primary factors in determining the difficulty level of elementary Spanish reading textbooks. ------------------------------------------------------------ Title: THE READABILITY OF SUBJECT MATTER MATERIAL RE-WRITTEN ON THE BASIS OF STUDENTS' ORAL READING MIS-CUES Pub No: 7210847 Author: HITTLEMAN, DANIEL RICHARD Degree: EDD School: HOFSTRA UNIVERSITY Date: 1971 Pages: 197 Source: DAI-A 32/10, p. 5534, Apr 1972 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: THE READABILITY OF TEXTBOOKS ON THE TEACHING OF READING Author: SWARTS, MARY G. Degree: PHD School: UNIVERSITY OF PITTSBURGH Date: 1953 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE READABILITY OF THE EASY-TO-READ TRADE BOOKS. Pub No: 7412311 Author: LAUGHLIN, MILDRED KNIGHT Degree: PHD School: THE UNIVERSITY OF OKLAHOMA Date: 1973 Pages: 120 Source: DAI-A 34/12, p. 7519, Jun 1974 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: The readability of the mathematics textbook: With special reference to the mature student Pub No: MQ44873 Author: Defence, Astrid; Degree: MTM School: CONCORDIA UNIVERSITY (CANADA) Date: 1994 Pages: 181 Adviser: Sierpinska, Anna ISBN: 0-612-44873-8 Source: MAI 38/03, p. 525, Jun 2000 Subject: EDUCATION, MATHEMATICS (0280); EDUCATION, ADULT AND CONTINUING (0516) Abstract: The readability of their mathematics textbook is of prime importance to the College or University level students. These students are no longer taught mathematics concepts as they were at school in a teacher-controlled environment. They must be able to confidently turn to their textbook for meaningful explanations of the mathematics they are learning. However many students find reading their mathematics textbook a fruitless task. They were never taught how to read mathematical text or indeed that reading such text needed special reading skills. Consequently they find that they do not understand the language it is written in and are constantly faced with vocabulary that is at the same time familiar yet has taken on a different meaning. Much research has been conducted into the problems with the ambiguities between Mathematical English and Ordinary English at the school level, but this study is an investigation into the ambiguities in language encountered by students who have returned to studies after several years in the work force. Do their added years of experience make their reading of mathematical text easier or harder? How much teacher input is still necessary? Can they learn the mathematics from the textbook alone? It is in an attempt to seek answers to these questions that this study was undertaken. ------------------------------------------------------------ Title: THE READING ABILITIES OF COLLEGE FRESHMEN EARTH SCIENCE STUDENTS COMPARED WITH THE READABILITY OF SELECTED EARTH SCIENCE TEXTBOOKS Pub No: 7011281 Author: BURFORD, ERNEST, JR. Degree: PHD School: EAST TEXAS STATE UNIVERSITY Date: 1969 Pages: 130 Source: DAI-A 30/12, p. 5315, Jun 1970 Subject: EDUCATION, TEACHER TRAINING (0530) ------------------------------------------------------------ Title: THE READING ABILITIES OF COLLEGE FRESHMEN SOCIAL SCIENCE STUDENTS COMPARED WITH THE READABILITY OF SELECTED SOCIAL SCIENCE TEXTBOOKS. Pub No: 7810778 Author: TIGNOR, BEATRICE PROCTOR Degree: EDD School: THE GEORGE WASHINGTON UNIVERSITY Date: 1977 Pages: 281 Source: DAI-A 39/01, p. 158, Jul 1978 Subject: EDUCATION, HIGHER (0745) ------------------------------------------------------------ Title: THE READING ACHIEVEMENT LEVELS OF COLLEGE FRESHMEN ENROLLED IN SELECTED FIRST-SEMESTER COLLEGE COURSES COMPARED WITH THE READABILITY LEVELS OF TEXTBOOKS ASSIGNED IN THOSE COURSES. Pub No: 7816608 Author: FOX, DICKIE LEE Degree: PHD School: EAST TEXAS STATE UNIVERSITY Date: 1978 Pages: 136 Source: DAI-A 39/05, p. 2721, Nov 1978 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: THE READING ACHIEVEMENT LEVELS OF COMMUNITY COLLEGE FRESHMEN ENROLLED IN A MODULAR ENGLISH COURSE COMPARED WITH THE READABILITY LEVELS OF BOOKS ASSIGNED IN THE COURSE. Pub No: 7604658 Author: SLOVAK, PAULINE ANDERSON Degree: EDD School: EAST TEXAS STATE UNIVERSITY Date: 1975 Pages: 116 Source: DAI-A 36/08, p. 5096, Feb 1976 Subject: EDUCATION, HIGHER (0745) ------------------------------------------------------------ Title: THE READING PERFORMANCE OF STUDENTS WITH NINTH GRADE READING ACHIEVEMENT ON OCCUPATIONAL INFORMATION MATERIALS WRITTEN WITH VARIOUS LEVELS OF READABILITY Pub No: 6700297 Author: KNIGHT, DAVID W. Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1966 Pages: 71 Source: DAI-A 27/08, p. 2425, Feb 1967 Subject: EDUCATION, TEACHER TRAINING (0530) ------------------------------------------------------------ Title: THE RELATIONSHIP AMONG ELEVEN STRUCTURAL VARIABLES AND THE READABILITY OF ADVANCED ALGEBRA TEXTBOOKS Pub No: 9014066 Author: WANSERSKI, WILLIAM A. Degree: PHD School: MARQUETTE UNIVERSITY Date: 1989 Pages: 225 Adviser: BOGENSCHILD, ERIKA Source: DAI-A 51/06, p. 1945, Dec 1990 Subject: EDUCATION, MATHEMATICS (0280); EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: Very little research has been directed toward the readability of mathematical material, especially in the secondary math curriculum. This study investigated the relationship between the readability of advanced algebra textbooks and eleven structural variables--prepositions, conjunctions, sentence length, symbols, math terminology, adjectives, word/symbol alternation, textual highlighting, verbs, phrase qualifiers, and gender words. Cloze reading tests were constructed from one-hundred passages randomly drawn from ten textbooks. 728 advanced math students from 13 high schools in Milwaukee Wisconsin, completed the Cloze reading tests. Regression analysis, t-tests, AOV, and correlation analysis were applied to the data. Independent readers experienced significantly higher success on illustrative excerpts (p $<$.01) while less-capable readers performed significantly poorer (p $<$.01) on illustrative passages. The continual change between words and symbols was the best predictor (p $<$.001) of explanatory readability and was positively correlated to readability. Although sentence length adversely affected readability, it accounted for less than one percent of the total reading variance. Textual highlighting enhanced the readability of explanatory excerpts. The presence of prepositions, in illustrative passages, was the most significant predictor (p $<$.001). While prepositions and math terminology reduced readability, textual highlighting and mathematical verbs improved the illustrative readability. Although conventional reading formulas utilize sentence length, this practice appears to be inappropriate for advanced math textbooks in light of the sentence length's negligible impact on the reading data. Since less than five percent of the reading variance can be attributed to the combined effect of the variables, other factors may possibly affect the adolescent's ability to read textual material in secondary mathematics. Future readability research should consider the subject's attitude, interest level, abstract reasoning ability, motivation, and the cumulative math skills. ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN COLOR PREFERENCE AND READABILITY OF PROJECTED BLACK CHARACTERS WITH A COLORED BACKGROUND, UNDER CONDITIONS OF CONTROLLED LUMINANCE AND TRANSMISSION Pub No: 7124567 Author: SNOWBERG, RICHARD LEE Degree: EDD School: INDIANA UNIVERSITY Date: 1971 Pages: 102 Source: DAI-A 32/03, p. 1349, Sep 1971 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN READABILITY AND COMPREHENSION OF HIGH SCHOOL PHYSICS TEXTBOOKS Pub No: 0019382 Author: MARSHALL, JAMES STANLEY Degree: PHD School: SYRACUSE UNIVERSITY Date: 1956 Pages: 127 Source: DAI- 17/01, p. 64, Mar 1972 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN READABILITY OF ASSIGNED TEXTBOOKS AND READING LEVEL OF STUDENTS IN A SCHOOL OF NURSING. Pub No: 7705507 Author: KILIAN, GLORIA LAVERNE Degree: PHD School: KANSAS STATE UNIVERSITY Date: 1976 Pages: 113 Source: DAI-A 37/09, p. 5530, Mar 1977 Subject: EDUCATION, ADULT AND CONTINUING (0516) ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN READABILITY OF WRITTEN MATERIAL AND READING COMPETENCY OF UPPER-MIDDLE CLASS ADULT READERS. Pub No: 7902063 Author: ABRAM, MARIE JOANNE Degree: PHD School: THE OHIO STATE UNIVERSITY Date: 1978 Pages: 121 Source: DAI-A 39/08, p. 4653, Feb 1979 Subject: EDUCATION, ADULT AND CONTINUING (0516) ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN READING ABILITY IN ENGLISH OF THAI COLLEGE STUDENTS AND THE READABILITY LEVELS OF THEIR ENGLISH COURSE TEXTBOOKS. Pub No: 7521426 Author: NILAGUPTA, SIRIRAT Degree: PHD School: THE FLORIDA STATE UNIVERSITY Date: 1975 Pages: 99 Source: DAI-A 36/04, p. 2077, Oct 1975 Subject: EDUCATION, LANGUAGE AND LITERATURE (0279) ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN TEXT READABILITY AND STUDENT READING LEVEL AND ITS EFFECT ON COLLEGE ACHIEVEMENT. Pub No: 7622426 Author: BALSER, ELIZABETH ANN Degree: EDD School: WEST VIRGINIA UNIVERSITY Date: 1976 Pages: 144 Source: DAI-A 37/04, p. 2098, Oct 1976 Subject: EDUCATION, SECONDARY (0533) ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN THE READABILITY OF PRINCIPALS' WRITTEN COMMUNICATION AND TEACHER MORALE IN SELECTED CALIFORNIA SCHOOLS Pub No: 8319238 Author: MILLER, THOMAS JAMES Degree: EDD School: NORTHERN ARIZONA UNIVERSITY Date: 1983 Pages: 127 Source: DAI-A 44/06, p. 1651, Dec 1983 Subject: EDUCATION, ADMINISTRATION (0514) Abstract: The purpose of this study was to determine if there was a relationship between the readability level of principals' written communication and teacher morale. Eighteen schools located in San Diego County, California participated in the research. Written communications generated by the principals, directed to the entire faculty, were collected Fall semester 1979. A readability level for each of the written communications was established using the SMOG Readability Formula. An average readability level was determined and assigned to each principal's written communication. This average was hand tabulated by the researcher. This average score became one of the independent variables for the analysis of the data. Of the 756 pieces of collected communications, 561 were useable. These useable pieces of communication ranged in readability level from 6.7 to 10.8. The Purdue Teacher Opinionaire was used to measure faculty morale. It consists of one hundred statements related to teacher morale. The items were separated into ten factors: (1) teacher rapport with principal, (2) satisfaction with teaching, (3) rapport among teachers, (4) teacher salary, (5) teacher load, (6) curriculum issues, (7) teacher status, (8) community support, (9) school facilities and services, and (10) community pressures. The Opinionaire was administered by the principal or his/her designee in January 1980. The teachers responded on computer response cards. The cards were computer analyzed and a mean for each factor was established. This mean was used as the other independent variable for the study. The Spearman Rank-Order Correlation Coefficient (Rho) was used for statistical analysis. The relationship between the readability level of the principals' written communication and teacher morale on any of the ten factors of the Purdue Teacher Opinionaire was not significant. The Spearman Rank Order Correlation Coefficient ranged from -.2966 to .3050 for the various factors. ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN THE READING ABILITY LEVELS OF FRESHMAN COLLEGE STUDENTS AND THE READABILITY LEVELS OF REQUIRED ENGLISH TEXTBOOKS. Pub No: 7909668 Author: MORRISON, LURA GENE Degree: PHD School: EAST TEXAS STATE UNIVERSITY Date: 1978 Pages: 263 Source: DAI-A 39/12, p. 7273, Jun 1979 Subject: EDUCATION, SECONDARY (0533) ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN THE READING ABILITY LEVELS OF SELECTED ELEMENTARY AND SECONDARY STUDENTS AND THE READABILITY LEVELS OF SELECTED ENGLISH AND SOCIAL STUDIES TEXTBOOKS. Pub No: 7824153 Author: VICKERY, KAREN SUE Degree: EDD School: EAST TEXAS STATE UNIVERSITY Date: 1978 Pages: 154 Source: DAI-A 39/06, p. 3342, Dec 1978 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN THE READING ABILITY OF STUDENTS ENROLLED IN MASTER'S DEGREE NURSING PROGRAMS AND THE READABILITY OF THE RESEARCH TEXTS THEY USE Pub No: 8818142 Author: DEARMAN, CATHERINE ELIZABETH NORED Degree: PHD School: THE UNIVERSITY OF MISSISSIPPI Date: 1988 Pages: 136 Adviser: COX, DAVID W. Source: DAI-A 49/06, p. 1416, Dec 1988 Subject: EDUCATION, READING (0535); EDUCATION, ADULT AND CONTINUING (0516); EDUCATION, HIGHER (0745) Abstract: The relationship between the reading ability of students enrolled in master's programs in nursing and the readability of their research textbook was researched. The study was designed to determine which of several demographic variables were related to reading ability. Two hundred and twelve students enrolled in fifteen master's program in the southeastern United States participated in the study. These students completed a demographic questionnaire and The Nelson Denny Reading Test, Form E. The reading tests were administered by faculty at each of the participating institutions. A microcomputer software program, The Fry Graph, was used to test excerpts from each of the research texts used by respondents in the study. The readability of each text was correlated to the reading grade equivalents of the students who used it. Six hypotheses were tested. The results of the chi-square analyses indicate that the reading ability of students was significantly related to two of the variables and not significantly related to the other four variables. The student's race and the amount of weekly reading were the variables determined to be significantly related to reading ability at the.01 level. Variables not found to be significantly related to reading ability are age, grade point average, number of hours completed in the program and previous experience with research. ------------------------------------------------------------ Title: THE RELATIONSHIP BETWEEN VOCABULARY AND READABILITY OF SCIENCE TEXTBOOKS FOR GRADES FOUR, FIVE, AND SIX Pub No: 8211360 Author: STEINBERG, JOAN EMILY Degree: EDD School: UNIVERSITY OF SAN FRANCISCO Date: 1981 Pages: 501 Source: DAI-A 42/12, p. 5076, Jun 1982 Subject: EDUCATION, READING (0535) Abstract: When the Dale-Chall formula is used to measure readability of intermediate grade science textbooks, it consistently gives grade equivalents higher than the publishers' designations. In nine intermediate grade science textbooks fourteen readability variables, including twelve vocabulary variables, were compared. ANOVAS were used to determine the proportion of variance accounted for by differences in three grade levels, three science subject areas, three publishers' series, and their interactions. Means were compared using differences in percent of common within-group standard deviations. Science prose passages contained relatively large numbers of unfamiliar words compared to the criterion passages on which the Dale-Chall formula is based. Inflated grade equivalents for the science textbooks were produced by these words. The criterion passages and the science prose passages also differed in vocabulary load and sentence length characteristics, suggesting that differences in English prose preclude the use of a single readability formula for all types. Differences across subject areas in text frequency, word frequency (Standard Frequency Index), and numbers of unfamiliar words, especially technical vocabulary words, showed greater variation than across publishers' series or, in some instances, even across grade levels. Most unfamiliar words were technical vocabulary words which were repeated more often than were two other categories of unfamiliar words. The Dale-Chall formula is insensitive to text frequency differences. In passages where many unfamiliar words were repeated, accounting for text frequency lowered readability values. Repeated technical vocabulary words are probably low information words that contribute to the reading ease of a passage. This finding is compatible with Finn's theory of lexical markers and transfer features. While polynomial regression analysis generally showed the relationships between the readability variables to be linear, the relationship between text frequency and Standard Frequency Index was explained in terms of a nonlinear relationship between them previously described by Finn. ------------------------------------------------------------ Title: THE RELATIONSHIP OF LETTER STYLE, LETTER SIZE, AND VIEWING DISTANCE TO THE READABILITY OF TRANSPARENT VISUALS Pub No: 7309155 Author: GROOTERS, LYLE EUGENE Degree: EDD School: THE UNIVERSITY OF OKLAHOMA Date: 1973 Pages: 81 Source: DAI-A 33/10, p. 5615, Apr 1973 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: THE RELATIONSHIP OF MODE OF ORGANIZING FEATURE IN PRINT MATERIALS OF TWO READABILITY LEVELS TO THE RETENTION SCORES OF COLLEGE UNDERGRADUATES. Author: COYLE, ANNE FRANCES Degree: PHD School: UNIVERSITY OF SOUTHERN CALIFORNIA Date: 1978 Source: DAI-A 39/05, p. 2886, Nov 1978 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: THE RELATIONSHIP OF READABILITY TO READING COMPREHENSION Pub No: 7118442 Author: SCHWIMMER, STEPHEN Degree: PHD School: THE UNIVERSITY OF CONNECTICUT Date: 1971 Pages: 86 Source: DAI-A 32/01, p. 257, Jul 1971 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: THE RELATIONSHIP OF SELECTED UNITS OF MEASUREMENT IN PASSAGES OF VARYING READABILITY TO READING RATE AND NUMBER OF VISUAL FIXATIONS. Pub No: 8001495 Author: RITTY, JAMES MICHAEL Degree: PHD School: OHIO UNIVERSITY Date: 1979 Pages: 106 Source: DAI-A 40/07, p. 3918, Jan 1980 Subject: EDUCATION, READING (0535) ------------------------------------------------------------ Title: THE RELATIONSHIP OF SOCIO-ECONOMIC STATUS OF PUPILS TO THEIR COMPREHENSION OF REFERENCE MATERIALS WRITTEN AT DIFFERENT LEVELS OF READABILITY. Pub No: 6706628 Author: HAYES, GLENN WARREN Degree: EDD School: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Date: 1966 Pages: 122 Source: DAI-A 27/11, p. 3773, May 1967 Subject: EDUCATION, THEORY AND PRACTICE (0532) ------------------------------------------------------------ Title: THE RELATIVE READABILITY OF TEN COLLEGIATE ENGLISH HANDBOOKS WITH A VALIDATION OF THE FRY READABILITY GRAPH FOR LEVELS 13-17 Pub No: 8124322 Author: LONGO, JUDITH ARLENE Degree: PHD School: INDIANA UNIVERSITY OF PENNSYLVANIA Date: 1981 Pages: 142 Source: DAI-A 42/05, p. 2049, Nov 1981 Subject: EDUCATION, READING (0535) Abstract: The purpose of the study is twofold: to assess the readability of English handbooks intended for use by college freshmen and to provide comparative validity data for levels 13-17 of the Fry Readability Graph. No readability studies of college English texts have been done and the Fry Graph has not been validated at these levels. Handbooks were chosen primarily from those whose content had been eval‎uated in Barbara Currier Bell's 'Choosing a Reference Book for Writing,' College Composition and Communication, 32 (1981), 38-46. The following ten handbooks were selected for analysis: (1) Sheridan Baker, The Complete Stylist and Handbook, 1976. (2) Sylvan Barnet and Marcia Stubbs's Practical Guide to Writing, 3rd ed., 1980. (3) Frederick Crews, The Random House Handbook, 3rd ed., 1980. (4) Robert M. Gorrell and Charlton Laird, Modern English Handbook, 6th ed., 1976. (5) Harbrace College Handbook, John C. Hodges and Mary E. Whitten, ed., 1977. (6) Heath's College Handbook of Composition, Langdon Elsbree, Frederick Bracher and Nell Altizer, ed., 9th ed., 1976. (7) The Macmillan Handbook of English, John M. Kierzek and Walker Gibson, rev. by Robert F. Willson, Jr., 6th ed., 1977. (8) James M. McCrimmon, Writing With a Purpose, 7th ed., 1980. (9) Dean Memering and Frank O'Hare, The Writer's Work, 1980. (10) Writer's Guide and Index to English, David Ebbitt and Wilma R. Ebbitt, eds., 6th ed., 1978. The study establishes the readability of the paragraph, essay, and research sections of each handbook according to four readability formulas. Most handbooks ranked at about twelfth grade reading level. The history of readability research in the twentieth century is detailed and all relevant literature pertinent to the Fry formula is reviewed. Comparative validity data for the Fry graph were gathered by applying three additional formulas, the Dale-Chall, the Flesch, and the Farr-Jenkins-Paterson. The relatively low number of handbook passages measured at college grade levels diminishes the amount of data available for a validation study. However, seven samples ranked at college readability according to the Fry graph. Of the twenty-one possible comparisons to the levels from the other three formulas, twenty concurred with the Fry grade equivalents. The data indicate a promising beginning toward validating levels 13-17 of the graph. ------------------------------------------------------------ Title: THE RELIABILITY OF ECONOMIC TEXTBOOK READABILITY INDEXES AS A MEASURE OF COGNITIVE GAIN: A COMPARATIVE ANALYSIS Pub No: 9602108 Author: DEEL, REBECCA LYNNE Degree: DA School: MIDDLE TENNESSEE STATE UNIVERSITY Date: 1995 Pages: 143 Source: DAI-A 56/09, p. 3531, Mar 1996 Subject: EDUCATION, SOCIAL SCIENCES (0534); ECONOMICS, GENERAL (0501) Abstract: This study sought to establish whether readability and cognitive gain are related in principles of economics textbooks, and thus, whether readability indexes are effective measures of text earnability. The research was conducted at Middle Tennessee State University, Murfreesboro, Tennessee, during the 1995 spring semester. Five principles of macroeconomics classes were utilized involving 81 students. In each class, students were given three readings either from a textbook judged to be difficult or from one judged to be easy to read in an alternating pattern. Before and after the three readings each student was tested on three topics treated in similar fashion in both books. The first or narrative topic covered exchanged rates while the second and third topics were quantitative and graphical and involved cost analysis and monopoly profit maximization. Information gain then was measured by the difference in the pre- and posttest mean scores. Statistical significance of the mean score difference was indicated by utilizing the standardized t-distribution test. When the statistical test was applied, no significant differences were found in cognitive gain for the books' narrative and graphical sections. This finding suggests that readability indexes are not indicative of potential information gain for textbook material presented in the narrative or graphical form. However, in the quantitative section, a statistically significant difference in information gain emerged, suggesting that readability indexes are indicative of possible cognitive gain. A least squares regression model was also developed to explore the interaction between student demographic characteristics, readability, and cognitive gain. Of six demographic variables included in the model, only student sex and class standing were statistically significant. Textbook readability index value proved not to be statistically significant as an explanatory variable. ------------------------------------------------------------ Title: THE USE OF A CLOZE TEST TO JUDGE THE READABILITY OF A PROPOSED SCIENCE TEXT FOR A SIXTH GRADE Pub No: 8210574 Author: ZIPIN, BETTE ITKIS Degree: PHD School: TEMPLE UNIVERSITY Date: 1982 Pages: 148 Source: DAI-A 42/12, p. 5077, Jun 1982 Subject: EDUCATION, READING (0535) Abstract: The study attempted to discover an alternative to a publisher's application of a readability formula to indicate the suitability of a book for a student. There were two parts to the investigation. The aim of Study I was to see how closely cloze technique results would correlate with the readability formula results as used on a science textbook recommended by the publisher for sixth grade children. In Study II the aim was to determine if the cloze technique would be a valid predictor when compared to the results on an Informal Reading Inventory (IRI). For the cloze a test section near the middle of the Level 6 text was selected. With the first sentence intact, beginning with the second sentence, every tenth word was deleted until there were 50 blanks. The tenth-word deletion pattern was chosen because a literature review indicated that with content materials containing a density of facts a wider deletion pattern would cause less frustration. For practice, a six-item cloze was constructed in similar fashion from material in a Level 3 text from the same publisher. The practice cloze and the target cloze were used in both Study I and Study II. For Study I, a sample of 106 students was drawn. They were in five sixth-grade classes in two elementary schools. On the Stanford Achievement Test (SAT) these children had attained a mean grade-equivalent score in Total Reading of 7.44. The product-moment correlation between Total Reading and cloze was .67. However, there was not total agreement among the publisher's assigned readability level for the entire text (Dale-Chall 4), the investigator's application of the formula to the samples of the text used for the cloze test (Dale-Chall 5-6), and interpretation of the mean grade-equivalent score on the SAT (did 7.44 indicate instructional, frustration, or independent level?). On the cloze test the majority of the group, 77%, scored at instructional level and above. Thus, there appeared to be justification for exercising caution in trying to 'match' a standardized test grade- equivalent score to a formula readability estimate. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of school) UMI ------------------------------------------------------------ Title: The use of readability indices for predicting test item difficulty Pub No: MK56847 Author: Doughty, Anthony Edward; Degree: MEd School: UNIVERSITY OF ALBERTA (CANADA) Date: 1982 ISBN: 0-315-08930-X Subject: EDUCATION, GENERAL (0515) Abstract: No abstracts in the Database ------------------------------------------------------------ Title: THE VALIDITY OF A MEASURE OF SENTENCE EMBEDDEDNESS IN PREDICTING READABILITY. Pub No: 7401650 Author: SVINGEN, TERRANCE RANDALL Degree: EDD School: UNIVERSITY OF NORTHERN COLORADO Date: 1973 Pages: 129 Source: DAI-A 34/08, p. 4973, Feb 1974 Subject: EDUCATION, TEACHER TRAINING (0530) ------------------------------------------------------------ Title: THE VOCABULARY LOAD OF THE NATION'S BEST SELLERS FROM 1662 TO 1945: A STUDY IN READABILITY Pub No: 0008885 Author: CRAIG, JAMES CALVIN Degree: PHD School: UNIVERSITY OF PITTSBURGH Date: 1954 Pages: 111 Source: DAI- 14/09, p. 1330, 1962 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: TRANSACTIONAL CONTEXTS OF LITERATURE-BASED READING: SELECTION, READABILITY, RESPONSE Pub No: 9505729 Author: AYMOND, JUDITH LEE Degree: PHD School: UNIVERSITY OF FLORIDA Date: 1993 Pages: 171 Adviser: POWELL, WILLIAM R. Source: DAI-A 55/09, p. 2692, Mar 1995 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727); EDUCATION, READING (0535); EDUCATION, LANGUAGE AND LITERATURE (0279) Abstract: The purpose of this study was to examine elementary school children's choices of and responsiveness to self- selected reading materials. Within these parameters, four areas were investigated. The domains involved the ways children select readings and the types of readings they select, the difficulty level of the material selected, the student's responsiveness to those selections, and an algorithm to aid students in the selection process. Quantitative and qualitative methodologies were used in an effort to yield accurate, authentic descriptions of readers as they engage in the selection and response processes. Data sources included school cumulative records for demographic and standardized test information; classroom records for informal reading inventory scores, reading logs for specific selections and responses, and reader response rating forms; difficulty level of each book selected; student and teacher interviews; fieldnotes; and video and audiotaping. The following conclusions were derived from findings based on book selections having no genre or source specified beforehand. First, children tend to choose materials much in keeping with the interests of their gender and age group. Second, the expansion-contraction ratio bears evidence that, in selecting materials at their independent and instructional reading ability levels, children do strive to read at higher levels, that is, in a more expansive way when given freedom of choice. Third, the self-selection factor of this program encourages participants to self-regulate the reading process resulting in an expansion-contraction rhythm of growth in independent and instructional reading ability levels. Fourth, selection, reading, and response are cyclical in nature. Fifth, instructional cues play an integral role in leading students into meaningful ways of participation, even in this supportive framework. Sixth, higher ability readers serve as role models in reader response activities for less capable readers. Seventh, the nature of the algorithm enables the reader to engage in the expansion-contraction process at a conscious level of awareness. ------------------------------------------------------------ Title: USE OF THE CLOZE PROCEDURE AS A CRITERION FOR EVAL‎UATING THE APPLICABILITY OF SELECTED READABILITY FORMULAS TO SCIENCE READING MATERIALS Pub No: 7206494 Author: STEPHENS, ROBERT GERALD Degree: PHD School: INDIANA STATE UNIVERSITY Date: 1971 Pages: 130 Source: DAI-A 32/11, p. 6020, May 1972 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: USE OF THE CLOZE PROCEDURE AS A CRITERION FOR MEASURING THE READABILITY OF SELECTED PATIENT EDUCATION MATERIALS FOR OLDER ADULTS. Pub No: 7723406 Author: HOLCOMB, CAROL ANN Degree: PHD School: OREGON STATE UNIVERSITY Date: 1977 Pages: 128 Source: DAI-A 38/05, p. 2572, Nov 1977 Subject: EDUCATION, HEALTH (0680) ------------------------------------------------------------ Title: USE OF THE CLOZE PROCEDURE WITH THAI SCHOOL CHILDREN: AN EXPLORATORY STUDY OF READABILITY AND INDIVIDUAL DIFFERENCES IN READING Pub No: 7219919 Author: RUFENER, JANTORN BURANABANPOTE Degree: PHD School: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Date: 1972 Pages: 117 Source: DAI-A 33/06, p. 2774, Dec 1972 Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525) ------------------------------------------------------------ Title: USING READING MISCUE ANALYSIS TO INVESTIGATE PUBLISHERS' SUGGESTED READABILITY LEVELS FOR ELEMENTARY SCIENCE TEXTBOOKS: A COMPARATIVE STUDY. Pub No: 7523721 Author: WOFFORD, BARBARA ANN Degree: EDD School: VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY Date: 1975 Pages: 126 Source: DAI-A 36/05, p. 2514, Nov 1975 Subject: EDUCATION, GENERAL (0515) ------------------------------------------------------------ Title: VALIDATION OF ASSIGNED GRADE LEVEL OF SELECTED STATE- APPROVED SECONDARY TEXTBOOKS USING SELECTED READABILITY FORMULAS Pub No: 8214777 Author: STONEHOCKER, LOYA VERNE Degree: EDD School: BRIGHAM YOUNG UNIVERSITY Date: 1982 Pages: 156 Source: DAI-A 43/03, p. 656, Sep 1982 Subject: EDUCATION, CURRICULUM AND INSTRUCTION (0727) Abstract: State-approved textbooks in Utah are assigned grade levels using a variety of criteria. The hypotheses tested were (1) there will be no difference between state- assigned readability levels and those obtained through the application of selected readability formulas for randomly selected secondary textbooks in the randomly selected content areas of careers and occupations, distributive education, home economics, industrial education and social studies in the 1980-81 Utah state- approved textbook list; (2) there will be no difference between the readability grade level of a given subject and each of the others; and (3) there will be no difference between the readability grade levels determined by any given formula and each of the other formulas, estimates or graphs. The information from selected textbooks was typed into a computer and then analyzed using the Dale-Chall, Flesch, Fry, Gunning-Fog, Raygor and SMOG readability formulas or estimates. The data were then analyzed using an analysis of variance. The three hypotheses were rejected. ------------------------------------------------------------ Title: VALIDITY OF CLOZE PROCEDURE AS AN INDEX OF READABILITY OF ARABIC LANGUAGE READING MATERIALS Pub No: 8216169 Author: SESI, GEORGETTE HERMIZ Degree: EDD School: WAYNE STATE UNIVERSITY Date: 1982 Pages: 194 Source: DAI-A 43/02, p. 411, Aug 1982 Subject: EDUCATION, READING (0535) Abstract: This study investigated the applicability, the validity, and the reliability of Cloze Procedure as an index of readability of Arabic language reading materials. The Cloze tests consisted of nine passages randomly selected from Arabic reading textbooks written for grades five, seven, and nine. Three passages represented each grade, and each passage was turned into two cloze tests. The deletion process was preceded by randomly selecting numbers from one to five. Deletion began at the second sentence starting with the word that matched the number drawn and was followed by the deletion of every fifth word thereafter. The study was completed in May 1981 in Baghdad, Iraq. The subjects (121 males and 119 females) were twelfth grade students enrolled in five high schools randomly selected for this study. All tests were scored in Southfield, Michigan, U.S.A., by the investigator. The statistical package for the analysis of variance and for the Duncan Multiple Range Test at Wayne State University Computer and Data Processing Center was used, and the following results were reported: The means among the three grades were significantly different. The means of grade five were higher than the means of grade seven and nine. The means of the three passages per grade level were significantly different. There was no significant difference between Cloze I and Cloze II. Interaction between grade and passage effects was significantly different. However, the interaction between grade and Cloze effects, between passage and Cloze effects, and among grade, passage, and Cloze effects was not significant. It was concluded that the Cloze Procedure was an applicable, valid and reliable index of readability of Arabic language reading materials. It is recommended that, in order to establish the reliability and the validity of Cloze, this study should be replicated with more subjects using different grades, passages, and institutions.

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