Another Practical Note on Readability Formulas.

Karl Koenke is an assistant professor of elementary education, and director of the Center for Reading Research and Instruction of the University of Illinois at Vrbana-Champaign. ■ Although Pauk (1969) has reported that in at least one instance the members of a university reading methods course have rejected the recently developed simpler and quicker readability formulas (Fry, 1968; McLaughlin, 1969) in favor of the more complex and more accurate DaleChall formula (1948), this cannot reasonably be thought of as a harbinger. Perhaps it is more realistic to believe that, as Dulin (1971) has suggested, various situations in which a teacher may find need for a readability measure will be identified, and the best possible match will be made between the techniques and the situations.