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ERIC Number: EJ1136164
Record Type: Journal
Publication Date: 2017
Pages: 29
Abstractor: As Provided
ISSN: EISSN-1918-5979
A Comparison of Readability in Science-Based Texts: Implications for Elementary Teachers
Gallagher, Tiffany; Fazio, Xavier; Ciampa, Katia
Canadian Journal of Education, v40 n1 2017
Science curriculum standards were mapped onto various texts (literacy readers, trade books, online articles). Statistical analyses highlighted the inconsistencies among readability formulae for Grades 2-6 levels of the standards. There was a lack of correlation among the readability measures, and also when comparing different text sources. Online texts were the most disparate with respect to text difficulty. These findings suggest implications for elementary teachers to support students who learn through reading online, science-based resources. As 21st-century learning through multi-modal literacies evolves, the readability of online, content-based text should be evaluated to ensure accessibility to all readers.
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A