{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1392"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1392","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"The Use of Readability Formulas By Classroom Teachers in Southwest Missouri","abstract":"This investigator sought to determine the extent to which classroom teachers in southwest Missouri used read-ability formulas in their teaching. An opinionnaire was constructed, then distributed to area teachers attending graduate level education courses during the summer school session at Southwest Missouri State University. A total of 95 teachers responded to the survey. Analysis of the data indicated that two-thirds of the teachers surveyed had some knowledge of a readability formula. However, it was found that only slightly more than one-third of the total population surveyed used a readability formula to any extent in their teaching procedure.","abstract_html":"This investigator sought to determine the extent to which classroom teachers in southwest Missouri used read-ability formulas in their teaching. An opinionnaire was constructed, then distributed to area teachers attending graduate level education courses during the summer school session at Southwest Missouri State University. A total of 95 teachers responded to the survey. Analysis of the data indicated that two-thirds of the teachers surveyed had some knowledge of a readability formula. 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An opinionnaire was constructed, then distributed to area teachers attending graduate level education courses during the summer school session at Southwest Missouri State University. A total of 95 teachers responded to the survey. Analysis of the data indicated that two-thirds of the teachers surveyed had some knowledge of a readability formula. However, it was found that only slightly more than one-third of the total population surveyed used a readability formula to any extent in their teaching procedure."]},{"key":"dc:title","label":"Title","values":["The Use of Readability Formulas By Classroom Teachers in Southwest Missouri"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Moore, Michelle"],"dc:description.abstract":["This investigator sought to determine the extent to which classroom teachers in southwest Missouri used read-ability formulas in their teaching. An opinionnaire was constructed, then distributed to area teachers attending graduate level education courses during the summer school session at Southwest Missouri State University. A total of 95 teachers responded to the survey. Analysis of the data indicated that two-thirds of the teachers surveyed had some knowledge of a readability formula. However, it was found that only slightly more than one-third of the total population surveyed used a readability formula to any extent in their teaching procedure."],"dc:identifier":["https://bearworks.missouristate.edu/theses/391"],"dc:rights":["© Michelle Moore"],"dc:subject":["Other Education"],"dc:title":["The Use of Readability Formulas By Classroom Teachers in Southwest Missouri"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:23Z"}