Abstract

The author identifies some of the persistent questions raised by people in education, business, and government who want to judge how well their texts are working. She compares the cognitive processes involved in reading to comprehend text with those involved in reading to evaluate and revise text, stressing that even experienced writers often need help in detecting and diagnosing text problems. She characterizes three general classes of tests for evaluating text quality: (1) text-focused, (2) expert-judgment-focused, and (3) reader-focused approaches. She reviews typical methods within each class, examining the strengths and limitations of particular tests, and discusses the relative advantages of reader-focused methods over other approaches.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>