Abstract
"The Role of Readability in Today's Classrooms" emphasizes the importance of providing students with materials on the appropriate level of challenge. Major readability formulas and leveling systems that might be used to assess the difficulty level of materials are reviewed. Because formulas are restricted to objective factors and leveling systems rely too heavily on subjective judgment, this article recommends using both objective and subjective factors when estimating readability levels. This article also recommends using readability/leveling systems as a way of noting textual difficulties that might need instructional intervention.
The most important instructional decision that teachers make is "making the match" (Fry, 1977a). The match is supplying students with materials that are on the appropriate level of difficulty. Students who are given materials that are too easy are not challenged and growth is hampered (Chall & Conard, 1991). Students who are given materials that are too difficult fail to make progress (Gambrell, Wilson, & Gantt, 1981), are frequently off task (Anderson, 1990; Enz, 1989), may become behavior problems (Anderson, 1990), and may become so frustrated that they simply give up (Kletzien, 1991). There is a good chance that they will also learn to hate reading (Juell, 1994). Making the match requires knowing the readability level of materials. Fortunately, making the match has never been easier. Extensive sources of information about readability levels abound in both print and electronic form.
Difficulty levels of materials can be assessed quantitatively, qualitatively, or through a combination of quantitative and qualitative methods. Each approach has its advantages and disadvantages.