Science Textbook Selection and the Dale‐Chall Formula

Brown, Walter R.

doi:10.1111/j.1949-8594.1965.tb13383.x

Cited by 11 publications

(3 citation statements)

References 4 publications

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“…Adding words appropriate to a special context has been tried, particularly with science terms (Brown, 1965), and the effect of the change in predictive power actually tested on readers (Holmquist, 1968). This kind of revision can have only a very limited effect upon predictive power, as Holmquist found, because the Dale-Chall formula(s) only provide difficulty-level scores based on the proportion of familiar words in text.…”

Section: Comments On the Commentariesmentioning

confidence: 99%

Readable computer documentation

Klare

2000

ACM J. Comput. Doc.

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A retrospective look shows earlier advice still relevant to both predicting and producing readable writing. For prediction, refined readability formulas with stronger criterion passages and updated familiar-word lists have appeared, although the computerization of readability tests sometimes encourages misapplying or misinterpreting them when screening text. For production, attention to sentence construction, word characteristics, and information density remains relevant to both drafting and revising computer documentation for readability, especially since reading speed and reader preference often interact with comprehension in practical settings. I.7.5 Document analysis-human factors

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Section: Comments On the Commentariesmentioning

confidence: 99%

Readable computer documentation

Klare

2000

ACM J. Comput. Doc.

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“…In the above studies, the authors concluded that science textbooks for the 1940s and 1950s were written well above the reading level of the average student at the grade level for which the book was intended. In 1974, Kennedy, using the Fry Readability Graph, examined several contemporary science textbooks for grades [6][7][8][9]. He found that while the average readability level more closely approached the range of the intended user, levels were still in many cases approximately one grade high [5].…”

Section: Introductionmentioning

confidence: 99%

“…However, these conclusions have never been unanimously accepted by all those interested in the readability of science textbooks. Brown, among others, felt that science textbooks were not too difficult for students to read, but that reading level formulas were inappropriate for evaluating the readability of science textbooks [6]. Dorar and Shead have expanded on this viewpoint by suggesting eight criteria for the evaluation of science textbooks [7].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the effect of laboratory‐oriented science curriculum materials on the attitudes of students with reading difficulties

Milson

1979

Science Education

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Science content as an important consideration in science education research

1982

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Science education researchers have, with few exceptions, not used the conceptual content of science as an important variable in their research. Writings of two groups-philosophers of science," are concerned with the influence of the conceptual knowledge shared by an intellectual community on the activities of that community and the psychologists are concerned with the influence of the conceptual knowledge held by an individual on that individual's behavior. science, are concerned with the influence of the conceptual knowledge shared by an intellectual community on the activities of that community and the psychologists are concerned with the influence of the conceptual knowledge held by an individual on that individual's behavior.Suggestions are offered as to what kinds of science education research could be done in which the conceptual content of science is important.

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Science Textbook Selection and the Dale‐Chall Formula

Cited by 11 publications

References 4 publications

Readable computer documentation

Readable computer documentation

Evaluation of the effect of laboratory‐oriented science curriculum materials on the attitudes of students with reading difficulties

Science content as an important consideration in science education research

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