NotesFAQContact Us
Search Tips
ERIC Number: ED211922
Record Type: RIE
Publication Date: 1981-Dec
Pages: 8
Abstractor: N/A
Reference Count: 0
Assessment of Content Text Difficulty by Elementary and Middle School Personnel.
Strader, Susan G.; Joy, Flora C.
Research has shown that secondary school teachers are generally unable to rank text passages accurately according to their reading difficulty. To determine if this was true of elementary and middle school personnel, 177 teachers, administrators, and supervisors attending a summer reading workshop were asked to rank order each of five 100-word passages in each of the content areas of science, social studies, language arts, and mathematics according to their reading difficulty for students. Results showed that participants were able to rank social studies passages most accurately followed by mathematics and science passages. Of particular interest, however, were the language arts rankings, which subjects were generally unable to rank correctly, despite the fact that many of them had had courses with readability components. Other results indicated that classroom teachers' rankings were consistently more correct than were those of administrators and that grade level taught was not a determinant of ability to order passages correctly. (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Reading Forum (2nd, Sarasota, FL, December 10-12, 1981).