Developmental sentence scoring as a measure of readability for first grade reading textbooks

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Wanda Chason Powers (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Mariana Newton

Abstract: This study was designed to determine whether the content of selected beginning reading textbooks is comparable in syntactic complexity to the oral language of normal first-grade age children. A second purpose of the study was to determine whether there was a predictable progression of syntactic complexity within the textbooks examined. It was assumed on the basis of previous research that (a) readability increases proportionately as written materials reflect the oral repertoire of the intended readers; (b) readability decreases as syntactic complexity increases; and, therefore (c) a descriptor of syntactic complexity in the oral repertoire of normal five- and six year- old children would be a valid index of the syntactic factor in readability for beginning textbooks.

Additional Information

Language: English
Date: 1975
Readers (Primary)
Textbooks $x Readability

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