John M. Bradley

Readability Parameters of Basal Readers

Using the Fry Readability Graph, parameter readability values were (a) obtained for the 21 reader, and the 4th reader of one basal series; (b) obtained from the 31 readers of three basal series; (c) obtained for stories or selections drawn randomly from the readers studied; (d) compared with the readability values of randomly drawn sample sets of varying sizes. Results showed (a) substantial [at least seven grade levels) intrabook readability variation; (b) agreement between Fry book parameter means and book grade designations for all books studied except one; (c) substantial intrabook story differences in average readability and readability variation; (d) no pattern of intrabook story difficulty; (e) a set of 24 samples necessary to adequately predict book parameter readability values.

EFFECTS OF PROOFREADING ON SPELLING: HOW READING MISSPELLED AND CORRECTLY SPELLED WORDS AFFECTS SPELLING ACCURACY

The effects of proofreading on the spelling accuracy of fifth-grade students were studied by having them read and detect errors in text containing misspelled words. The treatment involved an error detection task requiring a decision as to whether an underlined stimulus word embedded in a sentence was correctly spelled or misspelled. Serving as their own controls, the students were exposed to three spelling exposure frequency conditions during the proofreading treatment: (a) four exposures to a misspelling, (b) two exposures to a misspelling and two exposures to the correct spelling, and (c) four exposures to the correct spelling. The students proofread two types of spelling words in terms of sound-spelling correspondence; half were predictable and half were unpredictable. The major finding was that exposure to correctly spelled words did improve spelling accuracy for immediate and delayed posttests. Exposure to misspelled words did not significantly affect the spelling accuracy of the sample as a whole, but the accuracy of a few outliers was substantially impaired. Unpredictable words were found more difficult to spell than predictable words. No interaction was found between spelling ability and spelling accuracy improvement as the result of proofreading correctly spelled words; poor spellers improved as much as average and good spellers.

The Influence of Intrabook Readability Variation on Oral Reading Performance

AbstractThe effect of intrabook readability variation on the oral reading performance of 51 intermediate grade students was studied. The results suggest that an instructional reading level obtained through the use of a typical informal reading inventory (IRf) predicts a students level of functioning for only a portion of a basal reader. Since no systematic pattern of intrabook readability variation has been found with basal readers it is difficult, if not impossible, to determine which portion of a book relates to IRI results.

The Reliability of the Maze Procedure

Investigated maze test comparability and parallel form reliability; investigated whether different teachers could construct comparable maze tests over the same reading passage when given the same directions. Twenty-two teachers independently prepared two maze tests using two second reader passages. Three of the 22 sets of maze tests were then randomly selected for use with 246 second grade students. Each subject completed two maze forms, one of three possible forms for each of the two reader passages. The findings revealed that the teachers were able to prepare reliable, congruent maze tests of comparable difficulty if they properly followed the directions provided for test construction. With one exception the maze forms showed overall high reliability and congruence as well as comparability. An inspection of the items on the single maze form which was less reliable and which was neither congruent nor comparable revealed that the teacher who prepared the test did not follow directions and failed to compose a number of valid options.

The Effects of Text Adaptation on Rated Appeal and Difficulty.

This study was designed to investigate how low‐achieving readers rate high‐interest low vocabulary adaptations and their original story versions for difficulty and appeal. Five hundred and seventy‐six Title 1 junior and senior high school students were assigned randomly to read and rate one of eight story versions (three original versions and five adaptations). Significant differences in difficulty and appeal ratings were found across the eight story versions. Adaptations were rated as being easier than original stories. Generally, changes in length and readability did not affect appeal. The one exception to this finding was a story adaptation that also had a substantial content modification. The quality of a story was found to be the important factor affecting appeal.

Using Fry's Graph to Describe the Variation of Readability: A Corrected Procedure.

Abstract A method proposed by McCuaig and Hutchings to assess the internal readability variation of books using the Fry Readability Formula was empirically tested. In each of sixteen books examined, the McCuaig and Hutchings method was found to consistently underestimate the observed readability variation. An explanation of this underestimation is presented. In addition, the authors of this paper propose a change in the logic of McCuaig and Hutchings’ method which eliminates this underestimation.