Reading materials are considered having high readability if readers are interested to read the materials, understand the content of the materials and able to read the materials fluently. In contrast, reading materials with low readability discourage readers from reading the materials, create difficulties for readers to understand the content of the materials and prevent readers to read the materials fluently. The study presented in this article intends to propose a comprehensive approach to analyze reading materials so that not only the overall readability of the materials can be determined, but information about sentence and word difficulty as well. This study was interested to analyze reading materials at three levels: (1) text; (2) sentence; and (3) and word levels. Three computational tools were used to extract information related to readability of reading materials at the three levels: (1) A readability formula was used to estimate materials difficulty at text level; (2) writing enhancement software was used to estimate materials difficulty at sentence level; and (3) concordance software was used to estimate materials difficulty at word level. It was found that conventional readability formulas usually provide estimates of overall readability of reading materials. However, the composite computational tools proposed in this study, are able to provide more information about readability of reading materials at sentence and word levels. These tools enable estimation of materials difficulty to be performed objectively and reliably.