Learning, prediction, and readability

Abstract

One group of Ss, after memorization practice, learned as much as they could in set study periods (recording recall immediately at period end). Another group predicted each successive word from a knowledge of preceding context, for 30 English passages. Recall and prediction scores were correlated with Flesch and Dale-Chall readability scores. all the correlations were positive and high. Both readability formulas showed a higher correlation with learning than with prediction, but the difference was not significant. (PsycInfo Database Record (c) 2025 APA, all rights reserved)