ERIC Number: EJ282579
Record Type: CIJE
Publication Date: 1983
Reference Count: 0
The Effect of Theoretical and Situational Knowledge of Reading on Teachers' Estimates of Readability.
Westermark, Tory I.; Crichlow, Karl A.
Reading Psychology, v4 n2 p129-39 Apr-Jun 1983
Indicates that teachers who possessed theoretical and situational knowledge of reading were not more accurate than other teachers in estimating the readability levels of selected passages, and that the accuracy with which teachers estimated the readability levels of passages decreased as the readability levels of the passages increased. (FL)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A