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The Coleman–Liau index is a readability test designed by Meri Coleman and T. L. Liau to gauge the understandability of a text. Like the Flesch–Kincaid Grade Level, Gunning fog index, SMOG index, and Automated Readability Index, its output approximates the U.S. grade level thought necessary to comprehend the text.
The automated readability index (ARI) is a readability test for English texts, designed to gauge the understandability of a text. Like the Flesch–Kincaid grade level, Gunning fog index, SMOG index, Fry readability formula, and Coleman–Liau index, it produces an approximate representation of the US grade level needed to comprehend the text.
The Flesch–Kincaid readability tests are readability tests designed to indicate how difficult a passage in English is to understand. There are two tests: the Flesch Reading-Ease, and the Flesch–Kincaid Grade Level. Although they use the same core measures (word length and sentence length), they have different weighting factors.
In linguistics, the Gunning fog index is a readability test for English writing. The index estimates the years of formal education a person needs to understand the text on the first reading. For instance, a fog index of 12 requires the reading level of a United States high school senior (around 18 years old).
To test the reading accuracy and fluency on pronouncing printed words (Sight Word Efficiency) and Phonemically Regular Non-words (Phonemic Decoding Efficiency) Test of Word Reading Efficiency Second Edition or commonly known as TOWRE - 2 is a kind of reading test developed to test the efficiency of reading ability of children from age 6–24 years.
A readability survey is a statistical survey of the ability of people to read given passages of text, written, formatted and/or laid-out in a variety of styles. The intent is to discover which are the preferable styles to use in order to maximise the ability of the reading audience to receive the intended message.
The Dale–Chall readability formula is a readability test that provides a numeric gauge of the comprehension difficulty that readers come upon when reading a text. It uses a list of 3000 words that groups of fourth-grade American students could reliably understand, considering any word not on that list to be difficult.
Criticism of LLI and the Fountas and Pinnell reading levels have focused on three main issues: the amount and sequencing of phonics instruction in the series; the research evidence for the program's effectiveness; and the program's underlying model of reading.