Text difficulty and accessibility: Reading formulae and expert judgement

System

Volumn 25, Issue 4, 1997, Pages 497-513

  Fulcher, Glenn ^a  

^a UNIVERSITY OF SURREY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031537218     PISSN: 0346251X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0346-251X(97)00048-1     Document Type: Article

References (18)

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3. Clapham, C. (1996) The Development of IELTS: A Study of the Effect of Background Knowledge on Reading Comprehension. Cambridge; Cambridge University Press.
4. Davies, A. and Irvine, A. (1996) Comparing test difficulty and text readability in the evaluation of an extensive reading programme. In Performance Testing, Cognition and Assessment: Selected papers from the 15th Language Testing Research Colloquium, Cambridge and Arnhem, ed. M. Milanovic and N. Saville, pp. 165-183. Cambridge, Cambridge University Press.
5. Fulcher, G. (1997) (ed.) Writing in the English Language Classroom. Prentice Hall International/Macmillan, Hemel Hempstead, in conjunction with the British Council. ELT Review Series.
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8. Harrison, C. (1980) Readability in the Classroom. Cambridge, Cambridge University Press.
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10. McAdams, K. C. (1993) Readability reconsidered: a study of reader reactions to fog indexes. Newspaper Research Journal 14, 50-59.
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