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ERIC Number: EJ1023137
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-0958-5176
Readability Revisited? The Implications of Text Complexity
Wray, David; Janan, Dahlia
Curriculum Journal, v24 n4 p553-562 2013
The concept of readability has had a variable history, moving from a position where it was considered as a very important topic for those responsible for producing texts and matching those texts to the abilities and needs of learners, to its current declining visibility in the education literature. Some important work has been coming from the USA over the past few years, however, which makes it clear that a closer look at the text dimension of the reader-text interface is somewhat overdue. The issue has been redefined as one of text complexity, and there are some significant implications within it for the teaching and development of reading at all phases of learning. In this paper, we try to review some of these implications and suggest their relevance to the UK situation.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States