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dc.contributor.authorAlonge, Ebenezer I.
dc.contributor.authorHodzi, Richard A.
dc.identifier.citationAlonge, E,I. and Hodzi,R.A. (1989) Readability of science texts in use in Zimbabwe secondary schools, Zimbabwe Journal of Educational Research (ZJER), vol. 1, no.2, pp. 223-243. Harare: HRRC.en
dc.descriptionA ZJER investigation into the readability levels of certain prescribed science textbooks in some Zimbabwe Junior Secondary Schools.en
dc.description.abstractThe reading levels of three recommended Junior Certificate and Ordinary Level science texts in Zimbabwe schools have been investigated .Four different readability formulae were applied in the study. It was found that the reading level of one of the texts is about 14 years. Two other texts which appear in more than one volume show expected variation in reading age. None of the texts or volumes exceed 17 years in reading age and neither does any fall below 11 years. The weaknesses of readability formulae are noted in the study while the findings are discussed to highlight areas for text improvement and caution in assigning texts to streamed classes.en
dc.publisherHuman Resource Research Centre (HRRC), University of Zimbabwe (UZ)en
dc.subjectScience and Societyen
dc.titleReadability of science texts in use in Zimbabwe secondary schoolsen
dc.rights.holderUniversity of Zimbabwe (UZ)en

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