How Consistent Are the Best-Known Readability Equations in Estimating the Readability of Design Standards?

Zhou, Shixiang; Jeong, Heejin; Green, Paul A.

doi:10.1109/tpc.2016.2635720

Cited by 82 publications

(68 citation statements)

References 14 publications

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“…To compute the readability scores of each text we used the Flesch Reading Ease Score (Flesch, 1948) adapted to the Greek language by Gagatsis (1985). 3 Recent studies stated that the Flesch Reading Ease measure (Flesch, 1948) is in general the most appropriate to use (Barbic et al, 2015;Didegah & Thelwall, 2013;Zhou, Green, & Jeong, 2016). The Flesch index was also considered suitable due to its compatibility with Greek texts.…”

Section: Measures Of Text Readabilitymentioning

confidence: 99%

A comparison of sighted and visually impaired children’s text comprehension

Papastergiou

Pappas

2019

Research in Developmental Disabilities

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Section: Measures Of Text Readabilitymentioning

confidence: 99%

A comparison of sighted and visually impaired children’s text comprehension

Papastergiou

Pappas

2019

Research in Developmental Disabilities

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“…Although the Flesch reading grade level is significantly associated with question misreading, this measure presents challenges. Readability measures were developed for long passages of text, not the short passages represented in survey questions (Lenzner 2014;Zhou, Jeong, and Green 2017). We used Microsoft Word to calculate the Flesch reading grade level of our questions, as recommended by Zhou et al (2017).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The Effect of Question Characteristics on Question Reading Behaviors in Telephone Surveys

Olson

Smyth

Kirchner

2019

Journal of Survey Statistics and Methodology

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Asking questions fluently, exactly as worded, and at a reasonable pace is a fundamental part of a survey interviewer’s role. Doing so allows the question to be asked as intended by the researcher and may decrease the risk of measurement error and contribute to rapport. Despite the central importance placed on reading questions exactly as worded, interviewers commonly misread questions, and it is not always clear why. Thus, understanding the risk of measurement error requires understanding how different interviewers, respondents, and question features may trigger question reading problems. In this article, we evaluate the effects of question features on question asking behaviors, controlling for interviewer and respondent characteristics. We also examine how question asking behaviors are related to question-asking time. Using two nationally representative telephone surveys in the United States, we find that longer questions and questions with transition statements are less likely to be read exactly and fluently, that questions with higher reading levels and parentheticals are less likely to be read exactly across both surveys and that disfluent readings decrease as interviewers gain experience across the field period. Other question characteristics vary in their associations with the outcomes across the two surveys. We also find that inexact and disfluent question readings are longer, but read at a faster pace, than exact and fluent question reading. We conclude with implications for interviewer training and questionnaire design.

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“…For this purpose the most obvious and-regarding the counting of the linguistic elements-also the most reliable method [41] was the statistics feature of the Microsoft Word word processing software. Microsoft Word uses two methods for testing readability.…”

Section: The Readability Testsmentioning

confidence: 99%

Communicating Renewable Energy in the National Action Plans of the Member States of the European Union

et al. 2020

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For implementing renewable energy policies it is necessary to convince the population of the appropriateness and usefulness of the ideas. The information provision needed for that requires the communication to be accessible and understandable to the target audience. This research examined the national renewable energy action plans of the member states of the European Union. The online accessibility of these documents and their readability were examined using a simple accessibility test and the Flesch and Flesch–Kincaid readability tests. The paper also addresses the relationship between the culturally-determined power distance indices and the economic and developmental characteristics of the countries and the readability values of their samples. The results showed that the examined documents could be easily accessed, but the action plans of all the member states were difficult to read. The emerging pattern suggested that the text samples of the countries with higher power distances were harder to interpret. Nevertheless, no significant relationship was detected by the correlation analyses between the power distance indices and the Flesch and Flesch–Kincaid readability scores, while strong relationships were detected between the Human Development Index (HDI) data and the results of both readability tests in the group of countries with the highest power distance values.

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How Consistent Are the Best-Known Readability Equations in Estimating the Readability of Design Standards?

Cited by 82 publications

References 14 publications

A comparison of sighted and visually impaired children’s text comprehension

A comparison of sighted and visually impaired children’s text comprehension

The Effect of Question Characteristics on Question Reading Behaviors in Telephone Surveys

Communicating Renewable Energy in the National Action Plans of the Member States of the European Union

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