Access Type
Open Access Dissertation
Date of Award
January 2018
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Education Evaluation and Research
First Advisor
Shlomo Sawilowsky
Abstract
The problem that exists when using one or more readability indexes to ascertain a text grade level is the varied outcomes received on any given text from readability indexes that purport to measure the same construct. This study aims to provide practitioners with data to make informed decisions regarding interchangeability of readability indexes. A total of n = 244 narrative (n = 116) and expository texts (n = 128) passages from grades 1-5 were evaluated using the following readability indexes: Flesch-Kincaid Grade Level, Fry Graph, Spache, Dale-Chall, Gunning Fog, and Smog. Fifteen (15) comparison sets were analyzed using Bland-Altman method to assess for agreement. An a priori set standard of 1.5 grade levels was used as an acceptable difference. Other considerations for agreement included narrow limits of agreement, low proportional error, and a Bland-Altman plot where data points clustered around the bias line. Of the fifteen (15) comparison sets, nine (9) resulted in agreement, or near agreement. Based on the findings of the study and the subjectivity of the Bland-Altman method, it is recommended that practitioners select one readability index for text evaluation and use it exclusively. No particular index was recommended for use. The use of readability indexes should be one of several means of evaluating a text.
Recommended Citation
Harden, Susan Beth, "Comparison Of Readability Indices With Grades 1-5 Narrative And Expository Texts" (2018). Wayne State University Dissertations. 2102.
https://digitalcommons.wayne.edu/oa_dissertations/2102
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons