Readability Research: Definition, History, and Characteristics
Readability research is a field of study which focuses on the analysis and evaluation of written texts for the purpose of determining their complexity and the level of difficulty they present to readers. Readability research has a long history and has been used in various contexts, such as education, to determine the suitability of texts for particular audiences. This article will provide a brief overview of readability research, including its definition, history, and characteristics.
Definition. Readability research is the scientific study of the complexity and difficulty of written texts. It seeks to identify the characteristics of a text that make it easier or more difficult to understand. It is typically conducted by psycholinguists, text analysts, and educators who are interested in determining how best to match texts to readers.
History. The concept of readability research has been around since antiquity. The earliest known example is the “Thesaurus of Greek Synonyms”, which was compiled in the 4th century BC. This thesaurus was used to compare the difficulty of various words and phrases to determine the most suitable level of language for a particular audience. Over the centuries, readability research has been used in various contexts, such as education, media, and marketing.
Characteristics. Readability research focuses on several key characteristics of texts. These include the length of sentences and words, the frequency of difficult words, the use of passive vs active voice, and the complexity of the syntax and grammar used. Additionally, readability research also considers factors such as the layout of the text, the amount of white space, and the typeface and font size used.
In conclusion, readability research is an important field of study which has been utilized for centuries to help determine the suitability of texts for particular audiences. It focuses on the complexity and difficulty of written texts and considers various characteristics, such as the length of sentences and words, the frequency of difficult words, and the typeface and font size used.
References
Klare, G. R. (1963). The measurement of readability. New York: Bureau of Publications, Teachers College, Columbia University.
Kincaid, J. P., Fishburne, R. P., Rogers, R. L., & Chissom, B. S. (1975). Derivation of new readability formulas (automated readability index, fog count, and flesch reading ease formula) for navy enlisted personnel. Applied Psychological Measurement, 1(3), 381–385. doi:10.1177/014662167500100305
Kincaid, J. P., Fishburne, R. P., Rogers, R. L., & Chissom, B. S. (1975). Derivation of new readability formulas (automated readability index, fog count, and flesch reading ease formula) for navy enlisted personnel. Applied Psychological Measurement, 1(3), 381–385. doi:10.1177/014662167500100305
Perelman, L. J., & Olbrechts-Tyteca, L. (1969). The new rhetoric: A treatise on argumentation (Vol. 2). Notre Dame, IN: University of Notre Dame Press.
Reinking, D., & Watkins, M. W. (2005). Readability: The importance of using appropriate reading materials for all students. The Reading Teacher, 58(7), 663–675. doi:10.1598/RT.58.7.3