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Varying Readability of Science-Based Text in Elementary Readers: Challenges for Teachers

Authors :
Gallagher, Tiffany L.
Fazio, Xavier
Gunning, Thomas G.
Source :
Reading Improvement. Fall 2012 49(3):93-112.
Publication Year :
2012

Abstract

This investigation compared readability formulae to publishers' identified reading levels in science-based elementary readers. Nine well-established readability indices were calculated and comparisons were made with the publishers' identified grade designations and between different genres of text. Results revealed considerable variance among the 9 formulae. All formulae tended to inflate readability calculations for nonfiction science-based text, whereas fiction science-based text was more closely aligned to the publishers' grade levels. Implications are discussed for elementary teachers' awareness of readability variances in science-based resources, and the professional learning that is required to support the use of elementary readers, including understanding the limitations of using common readability metrics. (Contains 12 tables and 1 figure.)

Details

Language :
English
ISSN :
0034-0510
Volume :
49
Issue :
3
Database :
ERIC
Journal :
Reading Improvement
Publication Type :
Academic Journal
Accession number :
EJ986935
Document Type :
Journal Articles<br />Reports - Research