The Readability Model for Natural and Artificial Languages
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Text Complexity by Dr
Author Monographs Text Complexity By Dr. Timothy Shanahan University of Illinois at Chicago Member, National Reading Panel; President, International Reading Association, 2006 Chair, National Literacy Panel and National Early Literacy Panel It would be too costly and All texts are not equal. Some texts inconvenient to perform the above- are harder to read and comprehend. explained process for every text, of Just as there are individual differences course, so a second fundamental in children, there are individual premise of readability measurement differences in the texts that we ask is that the measure must specifically children to read. Some children summarize only text features or read better than others, and there characteristics, and not how easily are a variety of reasons for these read the text has been in the past. On differences in reading abilities. The the basis of this enumeration of text same is true of texts. Some texts are features, the formula has successfully easier or harder, and there are several predicted reader comprehension for reasons for these differences. texts. The purpose of this essay is to describe what factors Readability measures have evolved since they first cause texts to differ and to explore the relationship of appeared. Now, most readability formulas only measure text difficulty and children’s learning. two factors: word complexity and sentence complexity (Klare, 1984). Thus, measuring the readability or What makes text complex? complexity of a text involves an evaluation of the words: counting the average number of letters or syllables, Since the 1920s, there has been interest in measuring checking the frequency of the words (common words text difficulty or readability (Lively & Pressey, 1923). -
The Lexile Framework: Unnecessary and Potentially Harmful
The Lexile Framework: Unnecessary and Potentially Harmful Stephen Krashen CSLA (California School Library Association) Journal 24(2): 25-26, 2001 The Lexile Framework attempts to solve a problem that doesn't exist. It is a readability formula that "stands firmly in the tradition of classic readability formulas" (Stenner, 1996, p. 23) that assigns reading levels to texts based on word frequency and sentence length. The Lexile Framework is intended to help teachers and librarians recommend supplementary reading that is at the right reading level: "For example, an eighth-grade girl who is interested in sports but is not reading at grade level might be able to handle a biography of a famous athlete. The teacher may not know, however, whether that biography is too difficult or too easy for the student. " All the teacher has to do is use the Lexile Framework on the text and the student and select a book at the right level. Then, "as the reader improves, new titles with higher text measures can be chosen to match the growing person (sic) measure, thus keeping the comprehension rate at the chosen level." (Stenner, 1996, p. 22). Not Necessary None of this is necessary, and it is probably harmful. There is a much easier way for readers to select texts: Are they comprehensible and interesting? It doesn't take long for a reader to determine this: All it takes is sampling a little of the text (reading it). Our eighth grader simply needs to have a look at a few biographies. Teachers and librarians can certainly help in text selection and they do this all the time, with great success. -
How to Check a Readability Score with Microsoft Word
How to Check a Readability Score with Microsoft Word Step 1: Open your Informed Consent document in Word. Step 2: Look at the top tool bar and click “Review.” It should the ninth option at the top in Word 365. Step 3: Click “Check Document” or “Spelling Check.” It should be on the right at the very top with the image of a green check mark and the letters ‘abc’. Step 4: A small window should pop up that reads “Readability Statistics,” like the one to the right. *If this window does not automatically pop up for you, try these steps: (1) Go to “File,” then “Options.” (2) Select “Proofing.” (3) Under “When correcting spelling and grammar in Word,” make sure the “Check grammar with spelling” check-box is selected. (4) Select “Show readability statistics.” (5) Try starting over with Step 2. If you still can’t get the readability statistics to show, please click the help button in the top tool bar for step-by-step instructions on how to enable this feature. Step 5: “Flesh-Kincaid Grade Level” in this window is the number the IRB is concerned with regarding readability for the population you are studying. Guidelines - Any population that requires an advanced degree (2-year degree or more) must have a reading level of 12.0 or below. - Children or other special populations (the elderly, prison inmates, etc.) must have a reading level of 3.0 or below. - The general public or any other population that does not fit into the other two categories must have a reading level of 8.0 or below. -
Smog Readability Formula
The Smog Readability Formula Adapted from McLaughlin, G. (1969). SMOG grading: A new readability formula. Journal of Reading, 12 (8). 639-646. The SMOG conversion tables were developed by Harold C. McGraw, Office of Educational Research, Baltimore Co. Public Schools, Towson, MD. The SMOG Readability Formula is a simple method you can use to determine the reading level of your written materials. If a person reads at or above a grade level, they will understand 90-100% of the information. Generally, you need to aim for a reading level of sixth grade or less. In addition, to ensure that the text is clear and readable, read your draft aloud. How to use the SMOG formula: 1. Count 10 sentences in a row near the beginning of your material. Count 10 sentences in the middle. Count 10 sentences near the end. (30 total sentences) 2. Count every word with three or more syllables in each group of sentences, even if the same word appears more than once. 3. Add the total number of words counted. Use the SMOG Conversion Table I to find the grade level. If your material has fewer than 30 sentences, follow the instructions for "SMOG on Shorter Passages" and use SMOG Conversion Table II. Word Counting Rules: • A sentence is any group of words ending with a period, exclamation point, or question mark. • Words with hyphens count-as-one-word. • Proper nouns are counted. • Read numbers out loud to decide the number of syllables. • In long sentences with colons or semicolons followed by a list, count each part of the list with the beginning phrase of the sentence as an individual sentence. -
IO3: Training Manual
PrECIVIM Promoting Effective Communication for Individuals with a Vision Impairment and Multiple Disabilities IO3: Training Manual Training Manual Intellectual Output 3 (IO3) INTELLECTUAL OUTPUT 3: Policy Recommendations and Guidelines Report Key Action: KA2 - Cooperation for innovation and the exchange of good practices Action Type: KA201 - Strategic Partnerships for school education Grant Agreement No.: 2017-1-EL01-KA201-036289 Prepared by: Babes Bolyai University (BBU): Andrea HATHAZI (Ed.) Cristina BĂLAȘ-BACONSCHI IoanaLetiția ȘERBAN Marian PĂDURE Contributors: All partners Intellectual Output: 3: Training material Email: [email protected] Form: Final Acknowledgements The present project “PrECIVIM: Promoting Effective Communication for Individuals with a Vision Impairment and Multiple Disabilities (No: 2017-1-EL01-KA201036289) funded by the Erasmus+ programme of the European Union and coordinated by the State Scholarships Foundation (IKY). COPYRIGHTS The document may be freely copied and distributed provided that no modifications are made, that the source is acknowledged and that this copyright notice is included This work is licensed under a Creative Commons Attribution No Derivatives 4.0 International License. TRAINING MANUAL Training Manual for developing competences of professionals in communication skills of children with visual impairment and multiple disabilities (MDVI) Andrea HATHAZI (Ed.) Cristina BĂLAȘ-BACONSCHI IoanaLetiția ȘERBAN Marian PĂDURE Acknowledgements This manual is developed within the Erasmus+ PrECIVIM project -
Generating and Rendering Readability Scores for Project Gutenberg Texts
Generating and Rendering Readability Scores for Project Gutenberg Texts Ronald P. Reck RRecktek LLC. [email protected] and Ruth A. Reck University of California Davis, CA 95616 U.S.A. [email protected] Abstract Here the frequency distribution functions have been calculated for seven different types of readability measurements for over fourteen thousand texts from Project Gutenberg1 (PG). Other supporting measurements were also obtained: the average characters per word, the words per sentence, and the syllables per word. Three types of distributions have been demonstrated from the analysis of the metadata. While there are similarities among some of the scores, there is considerable interpretation yet to be made. The most complex and unique distribution function is found for the Flesch Reading Ease scores. Because of the computing intensity necessary to obtain these distributions it is only in the present age of information science that such a broad brush of characterization of a billion word data source can be made. It is essential that these be sorted by language to better interpret the meaning of the distributions. 1. Introduction Various readability measurements can serve as indicators to quantify the relative accessibility of written information. However, domain specific attributes such as complex terminology or language can direct readability scores towards higher values than the actual complexity of the text warrants. For instance, scientific writing is likely to contain long words that may not significantly increase the complexity of the writing to those familiar with the terms but make the readability value appear greater. Despite this and other limitations, readability measurements remain useful attributes for describing text, especially when the values are regarded as relative measurements from within a specific type of writing or language. -
Tolino Software Licence Document (PDF)
Legal notices Copyright © 2017 Rakuten Kobo Inc. Rakuten Kobo Inc. 135 Liberty Street Suite 101 Toronto, ON M6K 1A7 Canada This product includes proprietary and Open Source software. Source code of the Open Source components can be downloaded from http://opensource.mytolino.com/ This product contains Adobe (R) Reader (R) Mobile Software under license from Adobe Systems Incorporated, Copyright (c) 1995-2009 Adobe Systems Incorporated. All rights reserved. Adobe and Reader are trademarks of Adobe Systems Incorporated. Acknowledgements Adobe RMSDK Adobe Reader Mobile SDK 9.3.2 This product contains Adobe (R) Reader (R) Mobile software under license from Adobe Systems Incorporated, Copyright (c) 1995-2015 Adobe Systems Incorporated. All rights reserved. Adobe and Reader are trademarks of Adobe Systems Incorporated. Android Open Source Project This product contains a customized operating system developed by Kobo Rakuten Inc. based on the Android Open Source Project (AOSP). The preferred license for the Android Open Source Project is the Apache Software License, Version 2.0 ("Apache 2.0"), and the majority of the Android software is licensed with Apache 2.0. While the project will strive to adhere to the preferred license, there may be exceptions that will be handled on a case-by-case basis. For example, the Linux kernel patches are under the GPLv2 license with system exceptions, which can be found on kernel.org. For more information, see http://source.android.com/source/licenses.html Android 2.3.4 Gingerbread Copyright (c) 2008 The Android -
SUFE and the Internet: Are Healthcare Information Websites Accessible to Parents?
Open access Original research bmjpo: first published as 10.1136/bmjpo-2020-000782 on 20 October 2020. Downloaded from SUFE and the internet: are healthcare information websites accessible to parents? Andrea Mc Carthy , Colm Taylor To cite: Mc Carthy A, Taylor C. ABSTRACT What is known about the subject? SUFE and the internet: are Background Slipped upper femoral epiphysis is healthcare information an adolescent hip disorder requiring rapid surgical ► Slipped upper femoral epiphysis (SUFE) is a complex websites accessible to intervention. Faced with the prospect of their child parents? BMJ Paediatrics Open adolescent hip disorder. Caregivers may turn to the undergoing surgery, many fearful parents will turn to the 2020;4:e000782. doi:10.1136/ internet for information but find healthcare websites internet to provide information and reassurance. Previous bmjpo-2020-000782 offer conflicting advice, resulting in increased anx- studies have shown the orthopaedic information can be iety and reduced postoperative rehab compliance. ► Additional material is difficult to comprehend. published online only. To view Objective Assess the readability of healthcare websites please visit the journal online regarding slipped upper femoral epiphysis. (http:// dx. doi. org/ 10. 1136/ Methods The term Slipped Upper Femoral Epiphysis was What this study adds? bmjpo- 2020- 000782). searched in Google, Bing and Yahoo. The websites were evaluated using readability software with seven specialised ► The study shows that for websites regarding SUFE, the average Flesich Read Ease Score score is 52 Received 30 June 2020 readability tests including the Flesch- Kincaid Reading and the average reading grade level is 8.67. Both of Revised 28 August 2020 Grade Level, the Flesch Reading Ease Score, the Simple Accepted 6 September 2020 Measure of Gobbledygook, Coleman- Liau Index, Automated these figures do not comply with acceptable stan- Readability Index and the Gunning Fog Index. -
Access Ability 2: a Practical Handbook on Accessible Graphic Design
ACCESS ABILITY A Practical Handbook on Accessible Graphic Design 2Revised + supeRsized Second edition This handbook was produced by the Association of Registered Graphic Designers with support from the Government of Ontario. The Accessibility for Ontarians with Disabilities Act, 2005 is the foundation for making Ontario more accessible. The Act establishes authority for the government of Ontario to supervise and review the legislation. The government also conducts outreach and education about accessibility laws and promotes the benefits of hiring people with disabilities. facebook.com/ONaccessibility youtube.com/ONgov twitter.com/ONaccessibility ontario.ca/accessibility © 2019 The Association of Registered Graphic Designers (RGd) 96 Spadina Avenue, Suite 210, Toronto ON M5v 2J6 Canada No part of this book may be reproduced in any form or by electronic or mechanical means, including information storage and retrieval systems, without the written permission the The Association of Registered Graphic Designers, the designers or any individual or corporate entity holding the copyright to this work. All work reproduced in this book has been accepted on the condition that it is reproduced with the knowledge and prior consent of the actual owner of the image; consequently no responsibility is accepted by The Association of Registered Graphic Designers for any infringement of copyright arising out of publication thereof. veRsion 2.0.1. Made in Canada. Access Ability 2 . A Practical Handbook on Accessible Graphic Design. Revised + Supersized Second Edition. Adam Rallo RGd · Eric Forest RGd · James Kuo RGd · Randal Boutilier RGd · Edmund Li RGd Contents. 3. Introduction. 33. Digital Media. 67. Physical Media. 34. Digital Accessibility. 68. Print Design. -
Readability Level Reading Formulas
Tool 13. Assessing Readability Level Reading Formulas Readability measures are primarily based on factors such as the complexity of the printed materials by measuring the number of words in the sentence and the number of letters or syllables per word (i.e., as a reflection of word frequency.) A “score” reflects the grade level of the printed material. • The Flesch Reading Ease The Flesch Reading Ease is one of the oldest and most accurate formulas. It is a simple approach to assess the grade-level of the reader. • The Fry Graph Readability Formula Edward Fry developed readability tests based on graph. This graph-based test determined readability through high school. In 1977, Fry extended the graph to test through the college years. • The SMOG Readability Formula This is a simple method used to determine the reading level of written materials. The SMOG Readability Formula was developed by Harold C. McGraw. These formulas can be helpful but should not be your only evaluation tool because reading level is only one aspect of readability, and readability formulas are not always accurate with forms that have short sentences or phrases. The Flesch Reading Ease Readability Formula The specific mathematical formula is: RE = 206.835 – (1.015 x ASL) – (84.6 x ASW) RE = Readability Ease ASL = Average Sentence Length (i.e., the number of words divided by the number of sentences) ASW = Average number of syllables per word (i.e., the number of syllables divided by the number of words.) The output, i.e., RE is a number ranging from 0 to 100. -
Creation of a Japanese Typeface Designed for Readers with Dyslexia 1 Introduction
Creation of a Japanese Typeface Designed for Readers with Dyslexia Xinru Zhu,∗ Shohei Yamada, and Kyo Kageura Graduate School of Education, the University of Tokyo 1 Introduction This paper introduces our research which aims to create a Japanese typeface and to develop a Japanese typeface customisation system for readers with developmental dyslexia. 1.1 Background Developmental dyslexia is “a specific learning disability that is neurobiological in origin. It is charac- terized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities” [1]. Evidence shows that 5–17% of the population in English-speaking countries [2] and 3–5% of the population in Japan [3] have developmental dyslexia. In order to guarantee the right to equal access to books, knowledge and information for everyone including readers with print disabilities, it is essential to provide readers who have developmental dyslexia with an assistive environment. In this research, we focus on adjustments to typographic elements of written materials, especially typefaces, as a visual assistive tool for readers with dyslexia. Several Latin typefaces were recently created for dyslexic readers. Studies indicate that typefaces have significant positive impacts on readers with dyslexia in countries using the Latin alphabet [4]. With specially designed typefaces, readers with dyslexia are able to read with fewer errors [5], [6] or they simply prefer the specially designed typefaces compared to standard typefaces [7]. A recent study indicates that typefaces also affect readers with dyslexia in Japan [8]. The fact implies that Japanese typefaces designed for dyslexic readers would also be effective. 1.2 Problems Japanese typefaces for readers with dyslexia have not been created so far mainly because: (1) the characteristics of typefaces (both Latin and Japanese) for dyslexic readers have not been clarified, (2) Japanese typefaces contain a large number of complicated characters, and (3) to create a typeface that fits everyone with dyslexia is not easy. -
The Following Full Text Is a Publisher's Version
PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/191149 Please be advised that this information was generated on 2021-09-25 and may be subject to change. Ann. of Dyslexia (2018) 68:25–42 https://doi.org/10.1007/s11881-017-0154-6 Dyslexie font does not benefit reading in children with or without dyslexia Sanne M. Kuster 1,2 & Marjolijn van Weerdenburg1 & Marjolein Gompel1 & Anna M. T. Bosman1 Received: 5 December 2016 /Accepted: 9 November 2017 /Published online: 4 December 2017 # The Author(s) 2017. This article is an open access publication Abstract In two experiments, the claim was tested that the font BDyslexie^, specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie font? And, (3) is font preference related to reading performance? In Experiment 1, children with dyslexia (n = 170) did not read text written in Dyslexie font faster or more accurately than in Arial font. The majority preferred reading in Arial and preference was not related to reading performance. In Experiment 2, children with (n = 102) and without dyslexia (n = 45) read word lists in three different font types (Dyslexie, Arial, Times New Roman). Words written in Dyslexie font were not read faster or more accurately. Moreover, participants showed a preference for the fonts Arial and Times New Roman rather than Dyslexie, and again, preference was not related to reading performance.