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Educational Articles Readability & Comprehension
By Marion Hindes for Remedia Publications Are students comprehending what they are reading? If not, how can we help them? A crucial first step is to have a firm grasp of what makes reading material more readable, or understandable. There are many factors that affect how easy reading material is to understand. The purpose of this article is to discuss a number of readability factors that influence comprehension. First, we will consider page layout and print factors. A selection is easier to both read and understand if it has: A font that is sufficiently large (10, 11, and 12 pt. sizes are best for fluent readers, while younger readers may require larger print) Adequate spacing between words and lines 7 - 12 words per line (lines that are too short or too long cause inefficient eye movements) Not too many words or ideas per page, especially unfamiliar ones Illustrations that refer directly to the text Questions that are next to the story, rather than several paragraphs or pages away. Another key to comprehension is the style of the writer: • Word order (syntax). For example, “The dog lay on the bed” and “On the bed lay the dog” both have the same exact words, but the word order of the first sentence is clearly more readable. • Concrete vs. abstract words and concepts. The more concrete they are, the easier they are to grasp. It is much easier to understand a description of a house, for example, than a description of Einstein’s Theory of Relativity. • Sentence structure. Simple sentences are easier to comprehend than complex sentences, and shorter sentences are easier to follow logically than longer ones. Sentences with many subordinate clauses, adverbial phrases, etc. may cause a struggling reader to lose his train of thought by the time he reaches the end of the sentence. • Active vs. passive voice. Sentences written in the active voice are generally clearer and more engaging than those written in the passive voice. To demonstrate this point, compare “The salesman rang the doorbell” with “The doorbell was rung by the salesman.” • Repetition. If words and ideas are repeated, comprehension increases. • Explanation of unfamiliar words and concepts included within the text. Explaining new terms and ideas through use of context, footnotes, or a glossary always aids comprehension. Other factors within the students themselves will affect how well they understand: • Background knowledge and familiarity with the topic. The more background knowledge in general and the more familiarity students have with a topic in particular, the more they will understand as they read about it. For instance, students may be able to decode “stock market,” but if they have no previous knowledge of economics, they will have trouble grasping what the “stock market” really is. Or, if they have a farming background, they may think that the “stock market” is a stockyard. It is apparent that a good knowledge of students’ educational backgrounds will be immensely helpful to the teacher as she works to increase their comprehension. • Appeal to the reader. It goes without saying that, if reading material holds students’ interest, they will find it easier to comprehend. Interested students are more motivated to learn. Perhaps the most important key to comprehension is the teacher. The teacher who chooses interesting, “reader-friendly” materials appropriate for her students’ reading levels, who understands their backgrounds, and who is available to assist them with understanding new words and ideas, will find her pupils comprehending more and enjoying the learning process. Remedia
Publications specializes in high-interest materials that are easy to
read and understand. Our newest High-Interest Reading series (REM
731-736) encompasses six books, with topics ranging from Silly Laws to
Amazing Records. Our new Skills-Based Readers (REM 951 and
952) feature interesting stories followed by questions targeting
comprehension, word analysis, and thinking skills. To make it easy for busy
teachers to find material covering specific skills, the readers also include
a quick reference chart of stories and the skills they target. For these and
many other comprehension-building materials, visit our website at www.rempub.com or call 1-800-826-4740 and
request a catalog. Adapted from the following sources: In Other Words. . .Assessing Readability. . .Rules for Playing the Numbers Game, On Call Magazine, December 2000, by Helen Osborne, www.healthliteracy.com Readability, Measuring the Reading Age of Books and other Matter, Keith Johnson, www.timetabler.com/reading “Oral Report Outline on Readability,” userpages.umbc.edu/dfarkal/outline Manual based on the book Readability Revisited: the New Dale-Chall Readability Formula, Brookline Books, Jeanne S. Chall and Edgar Dale -- Marion
Hindes
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