Flesch reading ease score as an indicator for selecting textbooks in Physics
2013
Lanka, M., Latvia Univ. of Agriculture, Jelgava (Latvia). Inst. of Education and Home Economics | Peks, L., Latvia Univ. of Agriculture, Jelgava (Latvia). Inst. of Education and Home Economics
At Latvian secondary schools it is not uncommon to hear students complaining about Physics textbooks being too complicated. Students’ ability to perceive and comprehend what is written in the textbooks depends on their reading competence as well as on the readability of the texts. The aim of this study is to determine whether the readability of a Form 11 textbook in Physics corresponds to the readability of students’ written language in Form 11. The study identifies readability assessment techniques and examines their suitability for texts written in Latvian. It establishes that out of several text readability indicators, Flesch Reading Ease Score (FRES) is the most appropriate for the present study in order to characterize the readability level of texts written in Latvian. Application of the indicator allowed arriving to a conclusion that the readability of written language of the students under the study substantially differed from the readability of the Physics textbook used in the study process. This discrepancy indicates one of the possible reasons why perception of the content of Physics textbooks causes difficulties.
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