A new way of predicting readability

Mugford, Len

doi:10.1111/j.1467-9345.1970.tb00881.x

Cited by 5 publications

(1 citation statement)

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“…In many ways one of the most practical features of the book, as Davies (1981) suggests, is the appendix, included in which is a listing of a computer program called STAR which calculates a number of widely-used readability measures: Flesch's (1948) Reading Ease, with accompanying grade equivalents; an estimated Dale index to approximate the Dale-Chall (1948) Farr, Jenkins and Paterson (1951); the coordinates for Fry's (1%8, 1977) readability graph; Sticht's (1973) Forcast grade; and Mugford's (1970) index. Any reader with computing expertise who works through the STAR listing will gain additional insights into readability assessment, of both the inherent limitations of readability formulae and also, to paraphrase Tibbetts (1973), an appreciation of what to expect from readability formulae.…”

Section: Introductionmentioning

confidence: 99%

Readability in the Classroom Revisited; Amendments and Additions to the STAR Readability Program

Anderson

1983

J Research in Reading

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The computer program STAR (Simple Test Approach for Readability) has proved very useful in the field of text analysis for providing a series of routine indices of text reading difficulty. This article reports a number of modifications to STAR which should make it even more useful. Principal among these is (1) the facility to 'look up' the Fry readability graph and output Fry grade levels of difficulty and (2) the inclusion of a little-known index of reading difficulty called Lix as well as of a new index, Rix, which is probably the quickest of all formulae to apply. A number of other small changes is also reported. A little-known readability index that is quick to use, reliable and easy to interpret. 022).Journal of Reading, in press.

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Section: Introductionmentioning

confidence: 99%

Readability in the Classroom Revisited; Amendments and Additions to the STAR Readability Program

Anderson

1983

J Research in Reading

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Designing worksheets for middle school pupils

Moor¹

1987

Support for Learning

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The effect of pictures on the reading processes of less able readers: a miscue analysis approach

Beveridge¹,

Griffiths

1987

Journal Research in Reading

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The impact of illustrations on the reading performance of children with reading difficulties has been examined. Nineteen children from the first year of three comprehensive schools each read illustrated and unillustrated fictional passages at three levels of difficulty. The reading performance was assessed using miscue analysis, Goodman and Burke (1972) and a two-way analysis of variance was applied to analyse the results.Reading performance was assessed in the area of: total errors, time taken to read the passages, comprehension, grammatical relationships and errors excluding omissions and insertions. The results suggested that, in the majority of these aspects of the reading process, there was a statistically significant interaction between illustration and difficulty levels. At the lower level of difficulty, reading performance in the illustrated conditions was superior to that in the unillustrated conditions. At the higher level of difficulty the reverse trend was apparent. RESUMEDe l'effect des images sur les processus de lecture de moins bons lecteurs: une tentative d'analyse des erreurs Nous nous proposons ici d'ktudier l'impact des illustrations sur les processus de lecture, sur dix-neuf tleves d'iige rkel (CA) 11 ans et 8 mois et d'ilge, eu kgard A leur capacitt de lecture de deux ans au moins infkrieur A leur CA. Les enfants ont lu A haute voix, pour chacun des trois niveau de difficultt, un texte illustrk et un autre non-illustrt. Pour cette expkrience, nous avons utilisk l'analyse des erreurs (Goodman et Burke, 1965). qui montre le temps passk A lire le passage, le nombre ISSN 0141-0423 $2.00 0 1987 Journal of Research in Reading (UKRA) 30 M. BEVERIDGE and V. GRlFFlTHS total d'erreurs, le pourcentage d'erreurs a l'exclusion des omissions et des ajouts, les erreurs concernant l'utilisation de relations grammaticales et enfin, les erreurs n'indiquant pas d'erreur de comprehension Deux types d'analyse des variances ont Ct C effectuees sur toutes ces mesures; le resultat le plus intkressant a montre que mis A part la mesure de la comprehension, il y a des interactions significatives entre le niveau de difficulte du texte et la presence ou I'absence d'illustration. On a remarque qu'avec des textes illustrks de moindre difficulte, les enfants lisaient plus rapidement, commettant moins d'erreurs, les erreurs commises &ant en pourcentage plus grand en ce qui concerne les omissions et insertions, en pourcentage plus faible en ce qui concerne les erreurs sauvegardant l'acceptibilite grammaticale. Avec des textes plus difficiles, les erreurs de lecture suivaient un modele different et oppose. Le texte illustre ktait alors lu plus lentement, et avec plus d'erreurs; le pourcentage d'omissions et d'insertions Ctait plus faible, celui des erreurs sauvegardant I'acceptibilite grammaticale plus grand. II apparait que, a niveau de difficulte plus bas, les images fournissent une information qui semble augmenter la competence deja importante que les enfants possedent et qui amkliore leur rapidite et leur aisance. Le plus...

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A new way of predicting readability

Cited by 5 publications

References 6 publications

Readability in the Classroom Revisited; Amendments and Additions to the STAR Readability Program

Readability in the Classroom Revisited; Amendments and Additions to the STAR Readability Program

Designing worksheets for middle school pupils

The effect of pictures on the reading processes of less able readers: a miscue analysis approach

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