ERIC Number: ED046657
Record Type: RIE
Publication Date: 1970-Dec
Reference Count: 0
Grade Level Interpretation of Cloze Readability Scores.
Rankin, Earl F.
Two studies were conducted to investigate the use of a technique for providing a grade-level interpretation for cloze readability scores. In the first study, Bormuth's cloze-test criteria were compared with the results of the Fry and Dale-Chall readability formulae. A total of 133 students in grades 4 to 8 were required to read a 250-word passage with every fifth word deleted. The results indicated a fairly close correspondence between Bormuth's 44 percent criterion for cloze readability analysis and the readability formulae. In the second study, a method devised by the writer was used. The Informal Cloze Readability Inventory (ICRI) uses materials of unknown difficulty to be read by readers of known reading ability in order to evaluate the readability of a book. The ICRI and the Paragraph Meaning subtest of the Stanford Reading Achievement Test were given to groups of six average readers in grades 4 to 6. When cloze instructional levels were analyzed, they did not appear to be very different from the readability levels as measured by the readability formulae. It was concluded that valid readability assessments can be made using the ICRI based on a small number of subjects. References are included. (DH)
Descriptors: Cloze Procedure, Elementary School Students, Informal Reading Inventories, Readability, Reading Level, Reading Materials, Reading Research
Twentieth Yearbook of the National Reading Conference, Inc., Marquette University, 1217 W. Wisconsin Ave., Milwaukee, Wis. 53233
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Reading Conference, St. Petersburg, Fla., Dec. 3-5, 1970