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 g6ME5WX07098; Mon, 22 Jul 2002 10:05:32 -0400 (EDT) Date: Mon, 22 Jul 2002 10:05:32 -0400 (EDT) Message-Id: <5.1.0.14.0.20020722100409.00a2a0d0@pop3.norton.antivirus> 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: "Mary S. Kelly" <mskelly@aecom.yu.edu> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4010] Re: Readability X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii"; format=flowed X-Mailer: QUALCOMM Windows Eudora Version 5.1 Status: O Content-Length: 1678 Lines: 39 I'd like to make a couple of comments about readability. There are no readability formulas that are for children's materials only. They all will give results for materials written within a very broad range. Although the following are older, they are reliable references regarding the use of readability formulas: Dreyer, L.G. (January, 1988). Readability and responsibility. Journal of Reading (now called Journal of Adolescent and Adult Literacy). pp. 334-338. Irwin, J.W. & Davis, C.A. (November, 1980). Assessing readability: The checklist approach. Journal of Reading, pp. 124-130. I have found that using different formulas on the same text results in different readability levels. I agree wholeheartedly with those who have pointed out that the best way to gauge if a text is appropriate for someone is to try it out with them. Mary S. Kelly, PhD Director, Adult Literacy Program Fisher Landau Center for the Treatment of Learning Disabilities Albert Einstein College of Medicine >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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