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ERIC Number: EJ847315
Record Type: Journal
Publication Date: 2006
Pages: 10
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1443-1475
Readability Approaches: Implications for Turkey
Ulusoy, Mustafa
International Education Journal, v7 n3 p323-332 2006
Finding the right fit between students' reading ability and textbooks is very important for comprehension. Readability studies aim to analyse texts to find the right fit between students and texts. In this literature review, readability studies are classified under quantitative, qualitative and combined quantitative-qualitative readability approaches. The quantitative approach includes readability formulas, cloze test, and checklists and scales. The qualitative approach consists of leveling and checklists. The combined qualitative and quantitative readability approach is new in the field. In this approach, readability formulas can be used together with benchmark passages and checklists. The literature shows that readability formulas rely heavily on surface features of a text, and gives a rough estimate of the text readability. The qualitative approach focuses on the quality of writing style, and is criticised as being too subjective. The paper concludes by evaluating the implications of readability studies for Turkey.
Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey