Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g6IH0cX07703; Thu, 18 Jul 2002 13:00:38 -0400 (EDT) Date: Thu, 18 Jul 2002 13:00:38 -0400 (EDT) Message-Id: <137.114d5983.2a684d53@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: AWilder106@aol.com To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3999] Re: Readibility X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 4.0 for Mac - Post-GM sub 146 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 658 Lines: 20 Dear Friends, I am up against the issue of readability for adult students. I think I remember some discussion of this issue, and I don't want to tramp already tramped ground, but I need some help. 1) Why or why not do you use readability formulas? 2) If you use one--what is it, and what are its pluses and minuses? 2) Are there any for adult students, or do you adapt? I know a lot of adult lit diagnosis/assessment comes to us through the kid lit door, and I myself do not know how to think around this issue for adults, especially if I want to experiment with devising useful assessment strategies for adults. Thanks for your help. Andrea
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