Johnson, L. L., & Otto, W. (1982). Effect of alterations in prose style on the readability of college texts. Journal of Educational Research, 75(4), 222-229.

Johnson, L..; Otto, W.

1982

Johnson, L. L., & Otto, W. (1982). Effect of alterations in prose style on the readability of college texts. Journal of Educational Research, 75(4), 222-229.

geen

Two 1,000-word science passages were rewritten to create 7 stylistically "simpler" versions. 336 12th graders read the passages, and their responses to the text were assessed by 5 measures of text difficulty. Readability was unaffected by the alterations. Consideration of patterns of scores suggests that readability may be changed only when significant sources of difficulty, such as concept familiarity, are addressed. Because the essential content was unchanged in the present adaptations, the readability was unaffected.

The present study suggests that the readability of college textbook prose is not significantly affected by the stylistic factors employed in most readability formulas. Textbook authors intent on improving the readability of their books should not rely on these stylistic changes but look for deeper, more potent causes of difficulty.

168

2