Comparison of Three Methods of Assessing Difficulty
Title
Comparison of Three Methods of Assessing Difficulty
Comparison of Three Methods of Assessing Difficulty
Keywords: No Keywords
Author
Dr. Nasrin Shokrpour
Shiraz University of Medical Sciences
Shiraz, Iran
Dr. Nasrin Shokrpour
Shiraz University of Medical Sciences
Shiraz, Iran
Abstract
Text difficulty has been a concern of educational researchers and practitioners for more than 70 years (Chall and Conrad, 1991) and many have used different methods to assess the difficulty of the text (Chall and Dale, 1995). In fact, one of the most important aspects of textbook development has been considered to be texts of appropriate difficulty by educational publishers. Matching the difficulty of textbooks and readers’ reading ability has been taken into account by publishers, writers, editors and teachers in order to use the text successfully (Chall and Conrad, 1991; Chall and Dale, 1995; Harris-Sharples, 1983; Day, 1994).
Text difficulty has been a concern of educational researchers and practitioners for more than 70 years (Chall and Conrad, 1991) and many have used different methods to assess the difficulty of the text (Chall and Dale, 1995). In fact, one of the most important aspects of textbook development has been considered to be texts of appropriate difficulty by educational publishers. Matching the difficulty of textbooks and readers’ reading ability has been taken into account by publishers, writers, editors and teachers in order to use the text successfully (Chall and Conrad, 1991; Chall and Dale, 1995; Harris-Sharples, 1983; Day, 1994).
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See pages: 159 -167
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Category: Monthly Editions, Volume 6
