Abstract
ABSTRACT Teachers have to assess the linguistic difficulty of a text in order to be able to provide pupils with reading material at an appropriate level. It is argued that informed judgments by a thoughtful teacher may have advantages over the application of a readability formula. The measures of word difficulty and sentence length that are used by the formulae are shown to have weaknesses: short or familiar words are not easy to read in all contexts, and long sentences are sometimes easier than short ones. An awareness of grammatical constructions which can cause difficulty gives the teacher a principled basis for simplifying a text.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
