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Journal articles on the topic 'Readability'

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Published: 4 June 2021
Last updated: 28 July 2024

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1

Fadilah, Rohana. "BUKU TEKS BAHASA INDONESIA SMP DAN SMA KURIKULUM 2013 TERBITAN KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN 2014." Jurnal Pena Indonesia 1, no. 1 (October 7, 2016): 26. http://dx.doi.org/10.26740/jpi.v1n1.p26-49.

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Text book is one of important instruments in successful learning. Ministry of Education and Culture published standard textbook. Readability’s textbook must compatible with student’s capability and psychology. Fry’s graph is the best readability measuring tool for textbook. Aim of this research is to descibe readability’s Indonesian textbooks of Junior and Senior High School curriculum 2013 published by Ministry of Education and Cultural 2014. The kind of this research is literature study. The data collection used documentation technique. The result of this reseach is (1) the readability of Indonesian textbook for seventh grader is not suitable for target student because 20 of 33 texts is not suitable for seventh grader student based on Fry’s graph, (2) the readability of Indonesian textbook for eighth grader is suitable for target student because 17 of 22 texts is suitable for eighth grader student based on Fry’s graph, (3) the readability of Indonesian textbook for tenth grader is not suitable for target student because 18 of 23 texts is not suitable for tenth grader student based on Fry’s graph, (4) the readability of Indonesian textbook for eleventh grader first semester is not suitable for target student because 9 of 10 texts is not suitable for eleventh grader student based on Fry’s graph, and (5) the readability of Indonesian textbook for eleventh grader second semester curriculum 2013 is not suitable for target student because 14 of 22 texts is not suitable for seventh grader student based on Fry’s graph.
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2

Logsdon, M. Cynthia, and Marianne H. Hutti. "Readability." MCN, The American Journal of Maternal/Child Nursing 31, no. 6 (November 2006): 350???355. http://dx.doi.org/10.1097/00005721-200611000-00004.

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3

Bekavac, Luka. "Readability Thresholds." Cross-cultural studies review 1, no. 1-2 (April 15, 2020): 69–90. http://dx.doi.org/10.38003/ccsr.1.1-2.4.

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The unreadable and the illegible tend to be treated as the “other” of writing. Playing on one of the meanings of xenography – writing in a language unknown to the writer – this paper explores the possibility that the metaphorical “gravity assist” of literature, rather than engaging the resources of content and imagination, actually resides in the cognitively inaccessible layers of writing as a material phenomenon. If we accept Harman’s definition of realism as something that can’t be translated into human knowledge without energy loss, regions of unintelligibility in literary writing take on a completely different meaning, and appear as zones coinciding with the asemic material exteriority, equally unavailable to thought and mimesis. Writings of Thomas Ligotti (The Red Tower), Reza Negarestani (Cyclonopedia) and Mark Z. Danielewski (The Familiar) are examined in the light of various atypical formal devices they use to convey a certain “otherness,” introducing varying degrees of unreadability as a response to the “inscrutability of the Real itself” (Fisher) and enforcing new types of non-hierarchical distribution of agency between writer, reader and text.
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4

Turner, Daniel L. "Text readability." Nature 357, no. 6380 (June 1992): 622. http://dx.doi.org/10.1038/357622b0.

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5

Shelby, Annette N. "Readability Formulas." Management Communication Quarterly 5, no. 4 (May 1992): 485–95. http://dx.doi.org/10.1177/0893318992005004004.

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6

Rye, James. "Computing readability." Literacy 19, no. 2 (July 1985): 110–16. http://dx.doi.org/10.1111/j.1467-9345.1985.tb00592.x.

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7

Haller, Jasmine, Zachary Keller, Susan Barr, Kristie Hadden, and Sallie S. Oliphant. "Assessing Readability." Female Pelvic Medicine & Reconstructive Surgery 25, no. 2 (2019): 139–44. http://dx.doi.org/10.1097/spv.0000000000000653.

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8

Giordano, Gerard. "Determining Readability." Clearing House: A Journal of Educational Strategies, Issues and Ideas 61, no. 1 (September 1987): 32–33. http://dx.doi.org/10.1080/00098655.1987.10113906.

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9

Drury, Alinda. "Evaluating readability." IEEE Transactions on Professional Communication PC-28, no. 4 (1985): 11–14. http://dx.doi.org/10.1109/tpc.1985.6448840.

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10

Hayward, Leanne M. "Readability analysis?" Psychiatrist 35, no. 8 (August 2011): 316–17. http://dx.doi.org/10.1192/pb.35.8.316a.

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11

Lewis, N. R., L. D. Parker, G. D. Pound, and P. Sutcliffe. "Accounting Report Readability: The Use of Readability Techniques." Accounting and Business Research 16, no. 63 (June 1986): 199–213. http://dx.doi.org/10.1080/00014788.1986.9729318.

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12

Pérez, Elena del Pilar Jiménez, Olivia López Martínez, and Javier Corbalán Berná. "LECOLE algorithm: readability, readability, and comprehensibility in Spanish." XLinguae 17, no. 1 (January 2024): 167–79. http://dx.doi.org/10.18355/xl.2024.17.01.12.

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This article presents the conceptualization of three dimensions surrounding reading: comprehensibility, readability, and legibility. On one hand, readability and legibility for the traceability of reading according to the text, and comprehensibility, on the other hand, as the symbiosis between text and reader. From the perspective of the reader (comprehensibility, ability, and level of a reader to understand a text as it also depends on the skills of the message receiver) and the text itself (legibility and readability or level of difficulty that a text per se entails through its intrinsic formal characteristics) generating two new formulas that define the terms of legibility and readability (specifically in Spanish) since that of comprehensibility exists today and is based on the Common European Framework of Reference for Languages (CEFR), with six levels ranging from A1 to C2 according to TEECLED. Two algorithms that respond to the previous concepts have been developed from the theoretical framework. The suggested formulas of both concepts, readability and comprehensibility, have been validated with texts published in the last 10 years by the Instituto Cervantes, classified by levels A1-C2. The results show that it coincides with the A1-C2 classification of the official DELE exam texts of the Instituto Cervantes in the last 10 years by an average of over 80%.
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13

Chang, Yu-Tzu, and Dan N. Stone. "Proposal readability, audit firm size and engagement success." Managerial Auditing Journal 34, no. 8 (September 2, 2019): 871–94. http://dx.doi.org/10.1108/maj-10-2017-1665.

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Purpose This paper aims to examine the effects of firm size on audit proposal readability and audit proposal readability on auditor selection using readability metrics. Design/methodology/approach Adopting the Flesch reading ease readability formula, the authors analyze the readability of 370 hand-collected audit proposals submitted by audit firms for US state and local governments’ audit service contracts. Findings The authors find differences in readability across audit firm size, specifically the proposals written by smaller firms are more readable than those submitted by larger firms. The results further indicate that readability metrics correlate with auditor selection, i.e. an increase in audit proposal readability from the first to third quartile improves the likelihood of a firm winning the engagement by about 6 per cent, ceteris paribus. In addition, while audit fees and an existing auditor–client relationship are associated with engagement success, proxies for audit quality (i.e. audit firm size, audit experience of lead partner) are not. Research limitations/implications The Flesch reading ease measure is a simple linear combination of text attributes, which assumes that readability is a single, unidimensional construct. Simple readability metrics, such as the Flesch reading ease, may confound environmental complexity with readability. Practical implications Readability improves audit proposal success. Originality/value The results provide insight to accounting stakeholders regarding the potential influence of readability on audit firm selection. In short, readability matters.
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14

Hendrawanto, Yusuf. "TINGKAT KETERBACAAN BUKU TEKS BAHASA INDONESIA KURIKULUM MERDEKA UNTUK KELAS X SMA/SMK." Jurnal Bahasa Indonesia Prima (BIP) 5, no. 2 (September 29, 2023): 128–43. http://dx.doi.org/10.34012/bip.v5i2.4031.

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The ever-changing curriculum means that teaching materials, mainly textbooks, also continue to change. This change is not offset by the quality of textbooks discourse, which still not be appropriate to the students' readability level. This is shown in various studies that have been carried out, including by Yazidi et al. (2017), Saroni et al. (2017), Ginanjar (2020), and Susanti (2021), which resulted in the finding that the readability level of textbooks still does not match the students' readability level. This study aims to describe the readability of the Merdeka Curriculum Indonesian Language Textbook for Class X SMA/SMK entitled Intelligent Smart in Indonesian Language and Literature for Class X SMA/SMK. The method used in this study is a qualitative descriptive method-readability measurement formula using Fry Graph. The number of inner texts calculated using the Fry Graph is 23 texts. Based on the study result, 3 texts matched the legibility level of class X students, and 20 texts id not match the readability level of class X students. Twenty texts that did not match the readability level of class X students consisted of 1 text with a readability level that was too high/difficult, 17 texts with a readability level that was too low/easy, and 2 texts that did not match any readability level/invalid. Calculation of the readability level using the Fry Graph in the Indonesian Merdeka Curriculum Textbook for Class X SMA/SMK shows that the readability level of the Indonesian Merdeka Curriculum Textbook for Class X SMA/SMK entitled Smart Smart in Indonesian Language and Literature for Class X SMA/SMK is still not following the readability level of class X students.
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15

Royer, James M. "The Readability Dilemma." Contemporary Psychology: A Journal of Reviews 35, no. 1 (January 1990): 41–42. http://dx.doi.org/10.1037/028160.

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16

Carter, Jeffrey R. "OOP vs. readability." ACM SIGAda Ada Letters XVII, no. 2 (March 1997): 63–66. http://dx.doi.org/10.1145/249100.249114.

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17

De Franco, Gus, Ole-Kristian Hope, Dushyantkumar Vyas, and Yibin Zhou. "Analyst Report Readability." Contemporary Accounting Research 32, no. 1 (July 28, 2014): 76–104. http://dx.doi.org/10.1111/1911-3846.12062.

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18

Standal, Timothy C. "Computer-Measured Readability." Computers in the Schools 4, no. 1 (September 3, 1987): 123–32. http://dx.doi.org/10.1300/j025v04n01_10.

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19

Stahl, Steven A. "Vocabulary and Readability." Topics in Language Disorders 23, no. 3 (July 2003): 241–47. http://dx.doi.org/10.1097/00011363-200307000-00009.

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20

Goodrich, R. A. "Re-reading readability." Australian Review of Applied Linguistics 12, no. 2 (January 1, 1989): 107–20. http://dx.doi.org/10.1075/aral.12.2.07goo.

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Abstract This brief article critically examines the assumptions and shortcomings of lexico-syntactically based measures of readability, using the popular Fry’s readability scale as its prime example. Thereafter, it explores an alternative semantic approach to the issue by re-focusing upon three crucial cohesive factors in the development of textual meaning that Fry’s formula ignores, to its cost.
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21

Whitehouse, Jill. "Readability and Clarity." Physiotherapy 79, no. 3 (March 1993): 188–89. http://dx.doi.org/10.1016/s0031-9406(10)60664-5.

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22

Rogers, Bonnie. "Readability in Research." AAOHN Journal 43, no. 4 (April 1995): 220–21. http://dx.doi.org/10.1177/216507999504300409.

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23

Kojima, Takako, and J. Patrick Barron. "How Readability Can Improve Your Manuscript." Japanese Journal of Gastroenterological Surgery 48, no. 1 (2015): 83–84. http://dx.doi.org/10.5833/jjgs.2015.sc001.

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24

François, Thomas. "When readability meets computational linguistics: a new paradigm in readability." Revue française de linguistique appliquée XX, no. 2 (2015): 79. http://dx.doi.org/10.3917/rfla.202.0079.

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25

Kouamé, Julien B. "Using Readability Tests to Improve the Accuracy of Evaluation Documents Intended for Low-Literate Participants." Journal of MultiDisciplinary Evaluation 6, no. 14 (July 20, 2010): 132–39. http://dx.doi.org/10.56645/jmde.v6i14.280.

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Background: Readability tests are indicators that measure how easy a document can be read and understood. Simple, but very often ignored, readability statistics cannot only provide information about the level of difficulty of the readability of particular documents but also can increase an evaluator’s credibility. Purpose: The purpose of this article is two-fold: (1) to provide readers with logical reasons for using readability tests and (2) how to choose the right test for a project. Setting: United States. Research Design: A comparative framework is used to present the need for readability testing. Keywords: Readability tests, evaluation instruments, survey research, low-literacy survey
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26

Stone, Gerard William, and Lee Parker. "A comment on “The struggle to fabricate accounting narrative obfuscation: an actor-network-theoretic analysis of a failing project”." Qualitative Research in Accounting & Management 13, no. 1 (April 18, 2016): 86–89. http://dx.doi.org/10.1108/qram-01-2016-0003.

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Purpose The purpose of this paper is to provide a comment on “The struggle to fabricate accounting narrative obfuscation: An actor-network-theoretic analysis of a failing project” by Brian Rutherford. Design/methodology/approach The paper discusses issues highlighted by Rutherford regarding the unresolved limitations of the Flesch formulaic approach to readability analysis and the narrow focus of readability research in accounting. Findings Commencing with an overview of an important shift in the use of the Flesch formula in accounting readability research in 2004, the paper outlines the emergence of supplementary measures and proxies of readability and reader accessibility of accounting prose. When used in combination with Flesch, the two measures augment readability analysis, ameliorate the formula’s limitations and broaden readability research scope and focus. Originality/value The paper gives impetus to the development of additional supplementary measures and proxies of readability and reader access which are necessary to further expand the horizons of accounting readability research and meet ongoing changes to the contemporary accounting communications landscape.
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27

Basori, Basori, Diah Wihardini, Imam Rofiki, and Elva Riezky Maharany. "Investigating pre-service teachers’ perceptions on readability tools: a case study in Indonesia." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (February 1, 2024): 589. http://dx.doi.org/10.11591/ijere.v13i1.26333.

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<span lang="EN-US">The readability tools allow us to measure the readability of a text. The previous studies have elaborated the use of readability tools to analyze reading materials, but it is relatively sparse regarding the teaching of readability tools especially involving the second language teaching education (SLTE) program as a context. Therefore, this study aimed to explore the acceptance of pre-service English as a foreign language (EFL) teacher upon readability text tools. It covers their acceptance towards the tools, the extent to how the pre-service teachers accept the Web-FX and Readability Analyzer as readability tools and seeks for participants’ concerns using the tools. The study was conducted at one English Language Education Study Program at in East Java, Indonesia, involving 33 third-year undergraduate students taking pre-teaching program. Having incorporated a qualitative data analysis approach on the students’ text analysis reports and interviews, the study revealed that the participants have positive acceptance of the tools for several reasons. Some final concerns from pre-service teachers after readability tools teachings are presented, including suggestions for future research related to readability tools.</span>
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28

McEneaney, John E. "Neural Networks for Readability Analysis." Journal of Educational Computing Research 10, no. 1 (January 1994): 79–93. http://dx.doi.org/10.2190/2ln8-8chq-64mu-7d9c.

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This article describes and reports on the performance of six related artificial neural networks that have been developed for the purpose of readability analysis. Two networks employ counts of linguistic variables that simulate a traditional regression-based approach to readability. The remaining networks determine readability from “visual snapshots” of text. Input text is transformed into a visual pattern representing activation levels for input level nodes and then “blurred” slightly in an effort to promote generalization. Each network included one hidden layer of nodes in addition to input and an output layers. Of the four snapshot readability systems, two are trained to produce grade equivalent output and two depict readability as a distribution of activation values across several grade levels. Results of preliminary trials indicate that the correlation between visual input systems and judgements by experts is low although, in at least one case, comparable to previous correlations reported between readability formulas and teacher judgement. A system using linguistic variables and numerical output correlated perfectly with a regression-based formula within the error tolerance established prior to training. The networks which produce output in the form of a readability distribution suggest a new way of reporting readability that may do greater justice to the concept of readability than traditional grade equivalent scores while, at the same time, addressing concerns that have been voiced about the illusory precision of readability formulas.
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29

Omer, Imam-edin Awad M., and Bilal A. Al-Khaza’leh. "Readability and Readability Formulas: English as a Foreign Language Tertiary Education Teachers' Awareness in Shaqra University, Saudi Arabia." Journal of Education in Black Sea Region 7, no. 1 (December 16, 2021): 166–80. http://dx.doi.org/10.31578/jebs.v7i1.256.

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This study is an attempt to investigate English as a Foreign Language (EFL) University teachers’ awareness of the readability concept and formulas in Shaqra University, Saudi Arabia. The study also aims at investigating whether this awareness is affected by teachers’ experience. A three-scale questionnaire was designed to gather data from randomly selected 40 EFL teachers. The collected data were analyzed using SPSS program. The results showed that EFL teachers have only an overall awareness of readability concept and are not aware of its formulas. The results also showed that there is a weak relationship between teachers’ awareness of readability and their teaching experience. Based on the findings, the study recommended that the issue of readability and readability formulas should be included in EFL teachers’ pre-service and/or in-service training programmes. Keywords: readability, readability formulas, reading passages, EFL teachers
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30

Chang, Yu-Tzu, and Dan N. Stone. "Why does decomposed audit proposal readability differ by audit firm size? A Coh-Metrix approach." Managerial Auditing Journal 34, no. 8 (September 2, 2019): 895–923. http://dx.doi.org/10.1108/maj-02-2018-1789.

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Purpose This paper aims to introduce the emerging artificial-intelligence-based readability metrics (Coh-Metrix) to examine the effects of firm size on audit proposal readability. Design/methodology/approach Coh-Metrix readability measures use emerging computation linguistics technology to better assess document readability. These metrics measure co-relations of words, sentences and paragraphs on multi-dimensions rather than adopting the unidimensional “bag of words” approach that examines words in isolation. Using eight Coh-Metrix orthogonal principal component factors, the authors analyze the Chang and Stone (2019) data set comprised of 370 hand-collected audit proposals submitted by audit firms for the US state and local governments’ audit service contracts. Findings Audit firm size has a significant impact on the readability of audit proposals. Specifically, as measured by the traditional readability metric, the proposals from smaller firms are more readable than those submitted by larger firms. Furthermore, decomposed readability metrics indicate that smaller firm proposals evidence stronger (deep) text cohesion, whereas larger firm proposals evidence a stronger narrative structure and higher connectivity (relational indicators) among proposal elements. Unlike the traditional readability metric, however, the emergent readability metrics are uncorrelated with auditor selection. Research limitations/implications Work remains to develop and validate Coh-Metrix measures that are specific to the context of accounting and auditing practice. Future research can use emerging readability measures to examine various textual features (e.g. text cohesion) in finance or accounting related documents. Practical implications The results provide practitioners with insight into the proposal writing strategies and practices of larger and smaller firms. In addition, the results highlight the differing audit firm selection outcomes from traditional and Coh-Metrix readability metrics. Originality/value This study introduces new data and holistic readability measures to the auditing literature.
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31

Rahmawati, Laili Etika, and Yunus Sulistyono. "Assessment and Evaluation on Text Readability in Reading Test Instrument Development for BIPA-1 to BIPA-3." Asian Journal of University Education 17, no. 3 (August 1, 2021): 51. http://dx.doi.org/10.24191/ajue.v17i3.14522.

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Abstract: Nowadays, text readability is of great importance. Simple but very often ignored, readability statistics can provide information about the level of difficulty of the readability of particular documents and increase an evaluator’s credibility. Hence, this research aims to examine the readability index of the test instrument for BIPA (Bahasa Indonesia Untuk Penutur Asing), evaluate the student's reading ability, and analyze the relevance readability index and cloze test result. The study was carried out through an experiment involving 21 international students in several Muhammadiyah Universities. The students were provided with three sets of reading instruments from BIPA-1 to BIPA-3. Data analysis was carried out with correlation analysis. The result showed that the reading instrument difficulty was at a fairly easy to moderate level. Gunning Fog score and Automated Readability Index were the most relevant tool to the student's test achievement. This research implies the importance of test instrument evaluation. Assessment of the readability of the text is vital in the process of developing an appropriate test instrument. Keywords: BIPA, cloze, difficulty, instrument, readability.
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32

Hu, Tunan. "Readability Assessment of Advanced English Textbooks: A Corpus-Linguistic Study." Theory and Practice in Language Studies 13, no. 1 (December 31, 2022): 251–56. http://dx.doi.org/10.17507/tpls.1301.29.

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As a quantitative index of the ease of reading text, readability has been used as an effective manner to assess the difficulty of reading textbooks. Based on a corpus consisting of 40 texts from two sets of advanced English textbooks published by two top-tier publishing houses in China in the same year, this paper employs three readability formulas (i.e. FRE, FKGL and LR) to examine their readability trends and differences in readability. The results show that: 1) the readability of both book sets is low, 2) no significant differences are found in three readability indices, 3) some of LR subindices, such as deep cohesion and connectivity, show an opposite tendency to the overall readability. It is claimed that: 1) both book sets are fairly difficult to read; 2) they are interchangeable in the teaching process without the absolute difference in authoritativeness; 3) the increasing trend of overall readability is moderated by controlling some subindices deliberately to keep the balance between text-reading difficulty and practical demands. This study not only benefits scholars but also teachers to evaluate and improve English textbooks.
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33

SARI, Alper, and Elif DİZEN KAZAN. "How readable are antihypertensive drug inserts?" Journal of Health Sciences and Medicine 6, no. 2 (March 27, 2023): 273–76. http://dx.doi.org/10.32322/jhsm.1213113.

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Aim: Patients can be protected against possible complications when antihypertensive drugs are regularly and properly used for the treatment of hypertension. The readability of package inserts increases treatment compliance. In the present study, the purpose was to determine the readability level of antihypertensive package inserts. Materials and Method: A total of 64 commonly used antihypertensive drugs were selected for this study. The readability scores of the package inserts for the selected drugs were calculated according to the Readability Scales developed by Atesman and Bezirci-Yılmaz. Results: The readability level for the selected package inserts were found to be suitable for an average of 11-12 years of education and high school education level according to the Atesman and Bezirci-Yılmaz Readability Scales, respectively. Conclusion: When it is considered that the average schooling year in Turkey is 6.5 years, the readability level of antihypertensive package inserts is highly above this level. It is recommended to simplify the package inserts to increase readability and drug compliance and prevent incorrect drug use.
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34

Checa-Moreno, Víctor, Esther Díaz-Mohedo, and Carmen Suárez-Serrano. "Analysis of the Readability of Questionnaires on Symptoms of Pelvic Floor Dysfunctions Adapted to Spanish." International Journal of Environmental Research and Public Health 18, no. 19 (September 30, 2021): 10320. http://dx.doi.org/10.3390/ijerph181910320.

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Questionnaires are tools of interest in the evaluation of pelvic floor dysfunctions, but their success depends on their readability. Evaluating symptoms associated with such dysfunctions through questionnaires validated in Spanish with adequate readability indices will be useful for subsequent therapeutic work with these patients. The objective of this study is to evaluate the readability of symptomatology questionnaires on pelvic floor dysfunctions adapted to Spanish. This descriptive study included a total of 19 questionnaires, whose readability was analyzed according to four indices: Fernández-Huerta, Szigriszt-Pazos, Inflesz and readability µ (mu). In total, 50% of the questionnaires for fecal incontinence symptoms were found to have inadequate scores in terms of readability, according to the Inflesz index. If we take the readability mu index as a reference, the number of questionnaires that do not meet the minimum readability limit are as follows: 20% in urinary incontinence, 50% in fecal incontinence, 66.6% in sexual function, 100% in general pelvic floor, 25% in overactive bladder and 100% in benign prostatic hyperplasia. Therefore, it is necessary to review and adapt health questionnaires on pelvic floor dysfunctions to improve their readability and ease of understanding by conducting studies with the people who fill out these questionnaires.
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35

Lyatoshinsky, Pavel, Manolis Pratsinis, Dominik Abt, Hans-Peter Schmid, Valentin Zumstein, and Patrick Betschart. "Readability Assessment of Commonly Used German Urological Questionnaires." Current Urology 13, no. 2 (2019): 87–93. http://dx.doi.org/10.1159/000499287.

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Purpose: We intended to assess the readability of the German versions of commonly used urological questionnaires and identify questions that are potentially demanding for patients. Materials and Methods: The Guidelines of the European Association of Urology were analyzed for recommended questionnaires. Readability of the German versions of these questionnaires including their respective single-items was analyzed using established readability assessment tools. Results: A total of 13 questionnaires were analyzed. The calculated readability scores ranged between the 4.3th and 10.3th grade level. Easiest readability as calculated by median grade levels was found for the short and long forms of the International Consultation on Incontinence Questionnaires-Female and -Male Lower Urinary Tract Symptoms and the SF-Qualiveen (all median grade level 5.0). The short form of the International Index of Erectile Function showed the hardest readability (median grade level 10.0). Readability of the single-items varied widely between the assessed questionnaires with up to 80% (the International Index of Erectile Function ) of their single-items being written above recommended grade levels. Conclusions: The majority of commonly used German urological questionnaires comply with recommended readability levels. Some questionnaires as well as single-items of most of the questionnaires clearly exceed recommended readability levels. This should be considered for interpretation of their results and when revising questionnaires.
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Lowrance, Nathan, and Heather Lea Moulaison. "Skimming comprehension in two online document presentation environments." Library Hi Tech 32, no. 3 (September 9, 2014): 382–96. http://dx.doi.org/10.1108/lht-01-2014-0011.

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Purpose – Readability applications are the software products designed to make online text more readable. Using information foraging theory as a framework, the purpose of this paper is to study the extent, if at all, using a readability application improves skimming comprehension in a low-clutter online environment. It also seeks to identify the perceived benefits or effects of using a readability application for skimming comprehension. Design/methodology/approach – Ten participants skimmed two articles each, one in a low-clutter online document presentation environment, the other using an online readability application, as a timed, information foraging exercise. After reading each article, respondents answered true/false comprehension questions and follow up questions. Findings – There was little difference in the comprehension of respondents after skimming in the two online documentation presentation environments. The readability environment was the preferred environment. Practical implications – This study suggests that since participants claimed to prefer the text presentation of the readability application interface, interface designers may wish to create library interfaces for information seeking that follow the readability application format. Because some of the participants found themselves reading rather than skimming when using the readability application, readability for tasks other than skimming may be enhanced. Originality/value – This is a practical study investigating an existing online readability application and its effects on an existing online reading environment as they pertain to information seeking behavior in general and to information foraging in particular.
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Valizadeh-Haghi, Saeideh, Shahabedin Rahmatizadeh, Sasan Adibi, and Amirreza Kalantari. "The Readability Analysis of Online Education Materials for Kidney Transplantation." Frontiers in Health Informatics 12 (July 22, 2023): 147. http://dx.doi.org/10.30699/fhi.v12i0.446.

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Introduction: The growing use of online information influences people's healthcare decision making in terms of treatment or consulting a doctor. The readability of a website is a factor that influences the correct understanding of its content. Regarding that there is little information about the readability as well as the credibility of health websites in the field of kidney transplantation, the present study assesses the readability and trustworthiness of websites in this topic.Material and Methods: Google, Yahoo, and Bing search engines were used to search for "Kidney Transplantation" and "Renal Transplantation.". Four readability scales were applied to assess the readability of the first 30 results of each search engine. The HONcode toolbar was applied to recognize credible websites. The relationship between HONcode verification and website position on the search results pages was explored. Furthermore, the difference between the readability scores and website position on the search results pages was tested. The readability difference between search result pages was also examined.Results: According to the results, the assessed websites are suitable for students or high school graduates. Furthermore, the association between the average readability of websites and website position on the search results pages was significant (p-value<0.05). A significant association between HONcode-verified sites and website position on the search results pages was also revealed (p-value=0.011).Conclusion: The readability of kidney transplantation websites is far above the recommended level. Therefore, health organizations must consider readability while designing their websites.
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Bilal, Dania, and Li-Min Huang. "Readability and word complexity of SERPs snippets and web pages on children’s search queries." Aslib Journal of Information Management 71, no. 2 (March 18, 2019): 241–59. http://dx.doi.org/10.1108/ajim-05-2018-0124.

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Purpose The purpose of this paper is to analyze the readability and level of word complexity of search engine results pages (SERPs) snippets and associated web pages between Google and Bing. Design/methodology/approach The authors employed the Readability Test Tool to analyze the readability and word complexity of 3,000 SERPs snippets and 3,000 associated pages in Google and Bing retrieved on 150 search queries issued by middle school children. Findings A significant difference was found in the readability of SERPs snippets and associated web pages between Google and Bing. A significant difference was also observed in the number of complex words in snippets between the two engines but not in associated web pages. At the engine level, the readability of Google and Bing snippets was significantly higher than associated web pages. The readability of Google SERPs snippets was at a much higher level than those of Bing. The readability of snippets in both engines mismatched with the reading comprehension of children in grades 6–8. Research limitations/implications The data corpus may be small. Analysis relied on quantitative measures. Practical implications Practitioners and other mediators should mitigate the readability issue in SERPs snippets. Researchers should consider text readability and word complexity simultaneously with other factors to obtain the nuanced understanding of young users’ web information behaviors. Additional theoretical and methodological implications are discussed. Originality/value This study measured the readability and the level of word complexity embedded in SERPs snippets and compared them to respective web pages in Google and Bing. Findings provide further evidence of the readability issue of SERPs snippets and the need to solve this issue through system design improvements.
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Tsebryk, Bohdan, and Alexey Botchkaryov. "Software Service with a Plug-in Architecture for Text Readability Assessment." Advances in Cyber-Physical Systems 6, no. 1 (January 23, 2021): 77–85. http://dx.doi.org/10.23939/acps2021.01.077.

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The problem of developing a software service with a plug-in architecture for assessing the readability of text has been considered. The problem of text readability assessment has been analyzed. Approaches to the development of a software service for text readability assessment have been considered. The structure of the service for text readability assessment has been proposed. The structure of the service has been implemented using the Python programming language and the library Natural Language Toolkit (NLTK). The results of testing the service for text readability assessment have been presented.
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Shen, Yuru. "On Improving Text Readability by Creating a Personal Writing Style." English Language Teaching 10, no. 3 (February 7, 2017): 95. http://dx.doi.org/10.5539/elt.v10n3p95.

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English writing is one of the four indispensable skills that English learners need to master, but unfortunately, many Chinese college students have much difficulty composing clear, concise and coherent essays although they have studied English for at least over six years. To address the problem, the researchers and teachers in China have tried various methods, which have undoubtedly more or less played a role in helping students improve their writing, but with no obvious result. Besides, although much research has been done on readability formulas, the main factors that influence text readability, and so on, little research has been done on how to improve text readability, or how to produce readable writing. This paper, based on a brief introduction to readability and a brief account of the studies on readability and an analysis of the factors that affect text readability, proposes that we can improve the readability of a text by creating our own writing style.
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Daraz, Lubna, Allison S. Morrow, Oscar J. Ponce, Wigdan Farah, Abdulrahman Katabi, Abdul Majzoub, Mohamed O. Seisa, et al. "Readability of Online Health Information: A Meta-Narrative Systematic Review." American Journal of Medical Quality 33, no. 5 (January 18, 2018): 487–92. http://dx.doi.org/10.1177/1062860617751639.

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Online health information should meet the reading level for the general public (set at sixth-grade level). Readability is a key requirement for information to be helpful and improve quality of care. The authors conducted a systematic review to evaluate the readability of online health information in the United States and Canada. Out of 3743 references, the authors included 157 cross-sectional studies evaluating 7891 websites using 13 readability scales. The mean readability grade level across websites ranged from grade 10 to 15 based on the different scales. Stratification by specialty, health condition, and type of organization producing information revealed the same findings. In conclusion, online health information in the United States and Canada has a readability level that is inappropriate for general public use. Poor readability can lead to misinformation and may have a detrimental effect on health. Efforts are needed to improve readability and the content of online health information.
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Krebs, William K., Jing Xing, and Albert J. Ahumada. "A Simple Tool for Predicting the Readability of a Monitor." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 17 (September 2002): 1659–63. http://dx.doi.org/10.1177/154193120204601728.

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Background: Human factor practitioners are sometimes required to provide an immediate answer to an acquisition question, e.g., what is the readability of this monitor? Unfortunately, readability is not listed on the manufacturer's brochure. This study proposes a simple tool to quickly assess the readability of a monitor without the need of conducting a lengthy readability study. Methods: The text readability of three observers was measured for four colors (red, green, yellow, white), three brightness (.20, .25, .45), at three locations (1.62, 2.38, 3.16 meters) on a 20” color monitor. Results: The minimum error-free readable font size could be solely determined by the text/background luminance contrast. Thus luminance, not color determined readability. From these results, a MATLAB program was developed that prompts for background and text RGB values and returns the minimal error-free readable font size. Conclusions: The tool is a fairly robust and quick predictor to assess the readability of a monitor.
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Tashtoush, Yahya, Noor Abu-El-Rub, Omar Darwish, Shorouq Al-Eidi, Dirar Darweesh, and Ola Karajeh. "A Notional Understanding of the Relationship between Code Readability and Software Complexity." Information 14, no. 2 (January 31, 2023): 81. http://dx.doi.org/10.3390/info14020081.

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Code readability and software complexity are considered essential components of software quality. They significantly impact software metrics, such as reusability and maintenance. The maintainability process consumes a high percentage of the software lifecycle cost, which is considered a very costly phase and should be given more focus and attention. For this reason, the importance of code readability and software complexity is addressed by considering the most time-consuming component in all software maintenance activities. This paper empirically studies the relationship between code readability and software complexity using various readability and complexity metrics and machine learning algorithms. The results are derived from an analysis dataset containing roughly 12,180 Java files, 25 readability features, and several complexity metric variables. Our study empirically shows how these two attributes affect each other. The code readability affects software complexity with 90.15% effectiveness using a decision tree classifier. In addition, the impact of software complexity on the readability of code using the decision tree classifier has a 90.01% prediction accuracy.
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Hidayatillah, Nur, and Yetti Zainil. "THE READABILITY OF STUDENTS’ TEXTBOOK USED IN SEMANTIC AND PRAGMATIC COURSE IN ENGLISH LANGUAGE EDUCATION PROGRAM OF UNP." Journal of English Language Teaching 9, no. 1 (March 8, 2020): 144. http://dx.doi.org/10.24036/jelt.v9i1.107848.

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Many students got low score in Semantic and Pragmatic course. They complained that the textbook used in the course is difficult to understand. It is possible to consider that there is a correlation between the students’ bad scores and the readability of the textbook. In previous research, it was found that suitable level of readability and reading skills are important consideration to reach maximum learning gain. Because of that, it becomes important to measure readability level, the factors which influencing readability level and the best way to use the textbook. This research was a descriptive quantitative research. The sample of this research was 3 pages from 3 chapters of the textbook, chapter 9, 10, and 11 chosen randomly from each chapter. The instruments were a written questionnaire, an online readability measurement website, and notes during interview. The findings show that the readability level measured by students and readability formula was difficult. The most influencing factors in determining readability level were interest and vocabulary difficulty. The best way to use the textbook was using one single textbook, editting by put some notes on the page, then presenting it in a lecture form by the lecturer.
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Hesarzadeh, Reza, and Javad Rajabalizadeh. "The impact of corporate reporting readability on informational efficiency." Asian Review of Accounting 27, no. 4 (December 2, 2019): 489–507. http://dx.doi.org/10.1108/ara-11-2018-0203.

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Purpose Informational efficiency is a fundamental aspect of capital market quality, and therefore, regulators, managers and practitioners attempt to find ways to improve the informational efficiency. Since prior studies primarily focus on the numerical attributes of corporate reporting, it is not yet adequately known whether or not the linguistic attributes of corporate reporting affect informational efficiency. Thus, the purpose of this paper is to examine whether corporate reporting readability (readability), as an important linguistic attribute of corporate reporting, affects informational efficiency. Design/methodology/approach To measure readability, this paper uses Fog index. Moreover, to measure informational efficiency, the paper uses stock return variance ratios. Findings The findings reveal a positive and significant association between readability and informational efficiency. Moreover, the findings show that the association of readability and informational efficiency is stronger for firms facing higher information asymmetry. The findings further document the spillover effect of readability, in the sense that the readability of economically related public firms affects a firm’s informational efficiency. Overall, the results support the arguments that readability enhances informational efficiency. Originality/value This study contributes to the literature by providing evidence on the internalities and externalities of readability in the context of informational efficiency. Thus, the study will be of interest to regulators, managers and practitioners, especially in emerging capital markets, who tend to find practical and easy ways to improve informational efficiency.
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De Clercq, Orphée, and Véronique Hoste. "All Mixed Up? Finding the Optimal Feature Set for General Readability Prediction and Its Application to English and Dutch." Computational Linguistics 42, no. 3 (September 2016): 457–90. http://dx.doi.org/10.1162/coli_a_00255.

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Readability research has a long and rich tradition, but there has been too little focus on general readability prediction without targeting a specific audience or text genre. Moreover, although NLP-inspired research has focused on adding more complex readability features, there is still no consensus on which features contribute most to the prediction. In this article, we investigate in close detail the feasibility of constructing a readability prediction system for English and Dutch generic text using supervised machine learning. Based on readability assessments by both experts and crowdsourcing, we implement different types of text characteristics ranging from easy-to-compute superficial text characteristics to features requiring deep linguistic processing, resulting in ten different feature groups. Both a regression and classification set-up are investigated reflecting the two possible readability prediction tasks: scoring individual texts or comparing two texts. We show that going beyond correlation calculations for readability optimization using a wrapper-based genetic algorithm optimization approach is a promising task that provides considerable insights in which feature combinations contribute to the overall readability prediction. Because we also have gold standard information available for those features requiring deep processing, we are able to investigate the true upper bound of our Dutch system. Interestingly, we will observe that the performance of our fully automatic readability prediction pipeline is on par with the pipeline using gold-standard deep syntactic and semantic information.
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Parikh, Chitra, and Adam M. Ostrovsky. "Analysis of Trustworthiness and Readability of English and Spanish Hypo- and Hyperthyroid-Related Online Patient Education Information." Journal of Patient Experience 10 (January 2023): 237437352311790. http://dx.doi.org/10.1177/23743735231179063.

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This study aims to determine the readability and trustworthiness of English and Spanish hypo- and hyperthyroid-related online information. Google searches were conducted for four search terms: hypothyroidism, Hashimoto's Disease, hyperthyroidism, and Graves’ Disease. For each search term, the first 10 websites were analyzed with a total of 40 websites analyzed. Readability formulas were used to determine English and Spanish readability. Trustworthiness was determined using HONcode status, JAMA Benchmark Criteria, and NLM Trustworthy Score. Overall readability largely exceeded recommended grade levels. Only 1 website (2.5%) presented information below the eighth-grade reading level based on overall Readability Consensus score, while 31 websites (77.5%) exceeded this threshold for all measures. The mean (SD) English readability grade level was 9.6 (3.44); the mean (SD) Spanish grade was 8.5 (4.58). No significant relationships were found between the JAMA Benchmark Criteria, NLM Trustworthy Score, HONcode status, and readability. 67.5% of websites analyzed (n = 27) were certified with the Health on the Net Foundation's code of conduct. Websites about common thyroid-related conditions have overall poor readability. The availability of resources for Spanish-speaking patients is also poor. Steps should be taken to ensure that online health-related materials are comprehensible. Physicians should recognize that patients may have few trustworthy and easy-to-understand sources to access information. The readability and trustworthiness of sources should be considered when providing patients suggested sources for further reading. It may be particularly helpful for physicians to utilize websites with favorable readability scores such as the American Thyroid Association website.
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Bağcı, Zafer, Betul Kozanhan, and Mahmut Sami Tutar. "Readability of Patient Education Texts Presented on the Internet Related to Vaccines." Journal of Pediatric Infectious Diseases 14, no. 04 (April 18, 2019): 180–85. http://dx.doi.org/10.1055/s-0039-1685522.

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Objective This study aimed to compare the readability and the contents of the patient information texts regarding vaccination on Turkish Internet sites. Material and Methods Websites were searched in the Google search engine using the keywords “what is vaccination?” “benefits of vaccination,” “harms of vaccination,” and “side effects of vaccination” in May 2018. Readability was determined using Ateşman and Bezirci–Yilmaz formulas. According to Ateşman readability formula, the higher the readability of a text, the easier it can be read. Readability of “health-care professional” websites was compared with that of “non–health-care professional” websites. The content of the websites was analyzed by two pediatricians. Results After the exclusion of the website not fulfilling the criteria, 44 websites, of which 20 were created by health-care professionals and 24 by non–health-care professionals, were evaluated. Ateşman readability scores were 53.62 ± 14.27 and 54.30 ± 8.60 for websites created by health-care professionals and non–health-care professionals, respectively. Mean readability level was “moderately difficult” for both groups according to Ateşman formula, and there was no significant difference between the two groups (p = 0.83). Mean readability level was categorized as at “secondary-high school” with Bezirci–Yilmaz readability formula, and there was no significant difference between the two groups (p = 0.68). The percentage of the contents of websites prepared by health-care professionals was found to be significantly higher when compared with non–health-care professionals (p = 0.04). Conclusion It was found that the readability of the patient information texts in the web pages related to vaccination was moderately difficult and that the text content was insufficient. To improve the readability, short sentences should be prepared by health-care professionals with few words and syllables. Existing texts should be revised in the light of current information.
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Ömür Arça, Dilek, İsmail Erdemir, Fevzi Kara, Nurgazy Shermatov, Mürüvvet Odacioğlu, Emel İbişoğlu, Ferid Baran Hanci, Gönül Sağiroğlu, and Volkan Hanci. "Assessing the readability, reliability, and quality of artificial intelligence chatbot responses to the 100 most searched queries about cardiopulmonary resuscitation: An observational study." Medicine 103, no. 22 (May 31, 2024): e38352. http://dx.doi.org/10.1097/md.0000000000038352.

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This study aimed to evaluate the readability, reliability, and quality of responses by 4 selected artificial intelligence (AI)-based large language model (LLM) chatbots to questions related to cardiopulmonary resuscitation (CPR). This was a cross-sectional study. Responses to the 100 most frequently asked questions about CPR by 4 selected chatbots (ChatGPT-3.5 [Open AI], Google Bard [Google AI], Google Gemini [Google AI], and Perplexity [Perplexity AI]) were analyzed for readability, reliability, and quality. The chatbots were asked the following question: “What are the 100 most frequently asked questions about cardio pulmonary resuscitation?” in English. Each of the 100 queries derived from the responses was individually posed to the 4 chatbots. The 400 responses or patient education materials (PEM) from the chatbots were assessed for quality and reliability using the modified DISCERN Questionnaire, Journal of the American Medical Association and Global Quality Score. Readability assessment utilized 2 different calculators, which computed readability scores independently using metrics such as Flesch Reading Ease Score, Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook, Gunning Fog Readability and Automated Readability Index. Analyzed 100 responses from each of the 4 chatbots. When the readability values of the median results obtained from Calculators 1 and 2 were compared with the 6th-grade reading level, there was a highly significant difference between the groups (P < .001). Compared to all formulas, the readability level of the responses was above 6th grade. It can be seen that the order of readability from easy to difficult is Bard, Perplexity, Gemini, and ChatGPT-3.5. The readability of the text content provided by all 4 chatbots was found to be above the 6th-grade level. We believe that enhancing the quality, reliability, and readability of PEMs will lead to easier understanding by readers and more accurate performance of CPR. So, patients who receive bystander CPR may experience an increased likelihood of survival.
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McGiboney, Garry, and Clifford Carter. "Readability of MMPI Short Forms." Psychological Reports 57, no. 3_suppl (December 1985): 1237–38. http://dx.doi.org/10.2466/pr0.1985.57.3f.1237.

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