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ERIC Number: ED041131
Record Type: Non-Journal
Publication Date: 1970
Pages: 158
Abstractor: N/A
Reference Count: N/A
A Comparison of Two Methods of Assessing Textbook Readability of Selected College Level Electronics Textbooks.
Froelich, Donald Max
Fifty-eight students enrolled in basic electronics courses from three state colleges in Missouri, were involved in comparing the cloze readability technique with the Flesch Reading Ease Formula to ascertain the effectiveness of each in assessing the readability of selected college level electronics textbooks. Pearson product-moment correlations were computed to show the relationship between the cloze tests and the achievement tests. T-tests of the difference between two means for correlated samples and for independent samples were computed to analyze the difference of the measures of readability at the Grade 9 and Grade 15 levels. It was concluded that: (1) Cloze test scores identified the readability levels in a manner more consistent with the abilities of college students than did the Flesch Reading Ease Formula, (2) The ability of the students to comprehend the written material was not predicted by the readability levels as assessed by the Flesch Reading Ease Formula, and (3) No significant difference existed between the two levels of readability of the written materials assessed by the Flesch Reading Ease Formula. This Ed.D. thesis was submitted to the University of Missouri. (GR)
University Microfilms, Inc., 300 North Zeeb Road, Ann Arbor, Michigan 48106
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A