Readability: A Factor in Student Research?

Abstract

Readability assessments of works cited in freshmen informative and argumentative speeches were performed with the Flesch-Kincaid Reading Grade Level and Flesch Reading Ease assessment tools available in Microsoft Word. Students selected their sources independently, and their sources were grouped as journals, magazines and newspapers, and websites, which were then subdivided by domain type. The wide range of readability scores in sources cited in freshman speeches raises questions related to college freshmen's reading abilities and how that affects student's selection of sources when performing research for class assignments.

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