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ERIC Number: ED230894
Record Type: RIE
Publication Date: 1983
Pages: 85
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Readability vs. Read-Ability: Instructional Design for Reading and the Content Area.
Sirois, Herman A.; Davis, Robert L.
Noting that traditional measures of textbook difficulty and traditional measures of student reading ability suffer from a lack of correspondence, this booklet deals with the problems of (1) identifying the levels of conceptual difficulty of text materials, (2) identifying students' abilities to understand text materials, (3) matching the conceptual levels of texts with the conceptual abilities of students, and (4) identifying, developing, and implementing adaptive teaching strategies that compensate for situations where texts and student conceptual levels do not match. The first section of the booklet reviews traditional methods of textbook and student readability measurement, and then describes the Degrees of Reading Power program, a unified method of student and text readability assessment. The second section considers whether certain instructional strategies are appropriate to situations of text/student mismatches and presents several strategies that are effective in those situations. The third section discusses the design of instruction for the purposes of developing student "read-ability" competence and of developing instructional strategies for use in cases of text/student mismatch. Section 4 describes the implementation of such an instructional design and strategies, and the final section discusses the evaluation of student progress in the understanding of connected prose. (FL)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Levittown Union Free School District 5, NY.
Identifiers: Degrees of Reading Power
Note: Based on a paper presented at the Annual Meeting of the Eastern Regional Conference of the International Reading Association (4th, Boston, MA, December 2-5, 1982).