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