ERIC Number: ED047972
Record Type: RIE
Publication Date: 1971-Feb
Reference Count: 0
Measuring the Readability of Elementary Algebra Using the Cloze Technique.
The relationship to readability of ten variables characterizing structural properties of mathematical prose was investigated in elementary algebra textbooks. Readability was measured by algebra student's responses to two forms of cloze tests. Linear and currilinear correlations were calculated between each structural variable and the cloze test. The results indicated that explanatory material, sentence length, percentage of mathematical symbols and percentage of difficult words had significant linear correlations with readability. In illustrative material, percentage of mathematical symbols and percentage of mathematics vocabulary had significant linear correlations with readability. Departures from linearity were significant for sentence length and percentage of reader-directed sentences in explanatory material, and percentage of difficult words in illustrative material. [Not available in hardcopy due to marginal legibility of original document.] (Author/CT)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Columbia Univ., New York, NY. Teachers College.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Feb. 4-7, 1971, New York City, N.Y.)