Interpreting Readability Assessments.
Joseph L. Vaughan · The Journal of Reading · 1976
University of Arizona, Tucson. ■ Readability has to be one of today's hottest topics in reading, if not in education. Classroom teachers, especially those in content areas, are using readability formulas with increased frequency; the production rate of new formulas, including revisions of old ones, is proceeding at an incredible pace (Klare, 1975). With all the good press this exposure carries for the need to provide students with appropriate reading materials, you'd expect to hear a rising crescendo of glee reverberating throughout the inner sanctum of the reading field. And you can! In the reverie of the moment, however, much has been assumed and little stated about inter-