Lexical density and readability: A case study of English Textbooks
Vinh Thi To, T Le · eCite Digital Repository (University of Tasmania) · 2013
known as Active Skill for Reading (Anderson, 2003a, 2003b, 2003c, 2003d) at elementary, preintermediate,intermediate and upper-intermediate levels. The study applied three methods in determininglexical density and readability as proposed by Halliday (1985), Ure (1971) and Flesch (1948).The analysis revealed that three of the four reading texts were of high lexical density, apart from thetext for upper-intermediate level. In terms of readability, the levels of texts corresponded to readabilitylevels. However the highest level did not entail the topmost readability. There was little evidence of anincrease of lexical density and readability in accordance with the increase of text levels as well as littleindication relating to the connections between text levels, readability and lexical density. With referenceto the methods employed, Hallidays measurement of lexical density - based on the clause - hada significant correlation with Ures measurement, and a medium relation with Fleschs Reading EaseScale, whereas Ure and Fleschs formulas showed no correlation.