Software of Readability Program for Printed Educational Materials
What are Computerized Readability Software Programs
Computerized programs have greatly facilitated the use of
readability formulas. Some software programs apply multiple formulas to analyze
one text selection. In addition, some packages can identify difficult words in
written passages that may not be understood by patients. Dozens of
user friendly, menu-driven commercial software packages can automatically
calculate reading levels as well as provide advice on how to simplify text
(Aldridge, 2004; Doak et al., 1996).
To read about two powerful readability
software applications, Readability Calculations and Readability Plus, that are
compatible for Windows or Macintosh and are used widely by universities,
corporations, hospitals and individuals to name a few, see
http://www.readability formulas.com and see https://readable.io/ to quickly
analyze and compare the readability of many types of documents.
Computerized assessment of readability is fast and easy, and it
provides a high degree of reliability, especially when several formulas are
used. Determining readability by computer programs rather than doing so
manually is also more accurate in calculating reading levels because it
eliminates human error in scoring and because entire articles, pamphlets, or
books can be scanned (Duffy & Snyder, 1999, Mailloux, Johnson, Fisher,
& Pettibone, 1995).
It is advisable to take an average across several
pieces of literature, using several different formulas and software programs,
when calculating estimates of readability. Unlike other readability software
tools, the relatively new Coleman Liau Readability Formula (also known as the
Coleman Liau Index) is a readability assessment tool that counts the number of
characters (letters) instead of syllables per word. See
http://www.readabilityformulas.com/.
Tests to Measure Comprehension of Printed Education Materials
Standardized tests have proven reliable and valid in measuring
reader’s comprehension levels (Doak et al., 1996; Klapwijk, 2013). Usually
pretests and post tests used in institutional settings measure recall of
knowledge rather than comprehension. However, the determination of readers’
abilities to understand information is essential. Health education materials
must serve a useful purpose, from the standpoint of assisting patients to
assume self care as well as for protecting the health professional from legal
liability.
Comprehension implies that the reader has internalized the
information found in PEMs (Aldridge, 2004). The two most popular standardized
methods to measure comprehension of written materials are the cloze test and
the listening test. These tests can be used to assess how much someone
understands from reading or listening to a passage of text.