Assessing reading level of text
5 Accurate Methods for Measuring Text Readability – Literacy In Focus
Skip to content 5 Accurate Methods for Measuring Text ReadabilityReadability refers to the ease in which a text can be read. In order to accurately determine a text’s readability, many factors need to be considered and calculated. Precise computer algorithms are formulated to analyze multiple components of a text including word count, sentence length, characters per word, etc. Several of the most widely used readability scoring methods are listed and explained below. Each scoring method analyzes different factors, meaning results are also varied. When analyzing text readability, a combination of scoring methods will provide the most consistent and reliable results. Links to free text analyzers are included at the bottom of the post.
Flesch Reading Ease and Flesch-Kincaid Grade Level
History
The Flesch Reading Ease test was developed in the 1940s by Rudolph Flesch, a consultant for the Associated Press, to improve the readability of newspapers. Flesch’s innovative new test produced a score that aligned the text with a corresponding grade level. Thirty years later, Peter Kincaid and a team of Navy researchers improved upon Flesch’s formula, making the test easier to use.
Key Points
- The Flesch-Kincaid Grade Level score aligns the text with a US grade level. For example, a score of 8.4 indicates that the text will be understood by an average student in 8th grade.
- Flesch-Kincaid readability scores are useful any time you want to quickly measure how easily students will understand a piece of text.
- Flesch-Kincaid is one of the most widely recognized readability scoring formulas, making it an extremely reliable measure of text readability.
Factors
- Average Sentence Length
- Average Word Length
Dale-Chall Score
History
The Dale-Chall vocabulary-based scoring method was created by researchers Edgar Dale and Jeanne Chall in a 1948 article titled “A Formula for Predicting Readability”.
The formula scores readability using a list of 3,000 words familiar to most fourth grade students.
Key Points
- The Dale-Chall formula is best suited for grades four through ten.
- Text readability is computed based on the number of words in the passage that are not on the list of 3,000 familiar words.
- The greater the number of unfamiliar words in a piece of text, the higher the score (scores are equivalent to grade levels). For example, a score of 4.9 or lower means the passage is comprehensible for the average 4th grade student.
Factors
- Percentage of Difficult Words
- Average Sentence Length
Lexile Framework
History
The Lexile Framework was developed in the 1980s by educational researchers A. Jackson Stenner, Ph.D and Malbert Smith, Ph.D. who wanted a better measurement system for reading and writing.
Key Points
- The Lexile Framework is a system for matching readers and text.
Lexile measures are represented by a number followed by an “L” (such as “800L”) and range from below 0L for beginning readers and texts to above 1600L for advanced readers and texts. - Generally, longer sentences and words of lower frequency lead to higher Lexile measures, while shorter sentences and words of higher frequency lead to lower Lexile measures.
- Scholastic’s Reading Counts program uses the Lexile Reading Framework to match readers with appropriate text levels.
- Lexile ranges vary for each grade level. Click here to see the Lexile ranges for each grade.
Factors
- Word Frequency
- Average Sentence Length
Powers-Sumner-Kearl Readability Formula
History
The Powers-Sumner-Kearl Readability Formula was created by researchers R.D. Powers, W.A. Sumner, and B.E. Kearl in an effort to modernize the existing readability formulas. It was first published in 1958 in the Journal of Educational Psychology.
Key Points
- The Powers-Sumner-Kearl formula is most appropriate for text directed at children between the ages of seven and ten, or between second and fourth grade.
- The Powers-Sumner-Kearl formula is not considered useful for children’s literature above a reading age of 10.
Factors
- Number of Words
- Average Sentence Length
- Number of Syllables
The Fry Graph
History
The Fry Graph Readability Formula was developed by Fulbright Scholar Edward Fry in the 1960s. It is often selected as a scoring method for its simplicity and accuracy.
Key Points
- The Fry Readability Formula assigns a grade level to a passage of text. The grade level is determined by plotting the average number of syllables and sentences on the Fry Readability Graph.
- The Fry Readability Graph has two axes: the average number of syllables (x-axis) and the average number of sentences (y-axis) per 100 words.
Passages of text that are at least 100 words can be plotted on the graph to determine the corresponding grade level.
Factors
- Average Number of Sentences (per 100 words)
- Average Number of Syllables (per 100 words)
Free Text Readability Analyzers
Click on the links below to access the free text readability analyzers.
readable.com
datayze.com
lexile.com
readabilityformulas.com
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Introducing
ReadableProReadablePro is a powerful collection of tools for analysing and improving the readability of your content.
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Choose from a collection of industry-leading readability formulas with confidence that the score you get is accurate.
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Extract the main piece of text content from a webpage and analyse it instantly.
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What is a readability score?
A readability score is an objective measure of the complexity of text.
They are usually numbers, calculated by any one of several readability formulas, designed to tell you how easy someone will find a piece of text to read.
A great readability score means your content is easy to read, increasing the chances that someone will read all the way to the end and understand what you are saying.
Why is readability important?
- 85%The proportion of the public who can read your content if it has a readability grade of 8 or better.
-
7The average reader's attention span, in seconds, in 2023.
About the same amount of time it takes to read these three lines of content.
- +83%The increase in the number of people who will finish reading your content if its readability is improved from grade 12 to grade 5.
Text Scoring
Our text scoring feature is where ReadablePro all began. Since then, we've packed it full of more handy features to guide you to improve your readability.
Simply paste any text into our text scoring feature and we'll guide you on how to improve your readability.
Our handy sidebar on the right of the text tool will tell you which parts of your text need the most attention, which you can click to navigate. Highlights and hover annotations will explain the issue it's highlighted and give you a suggestion of how to fix it.
There's nothing like visible progress to keep you motivated and productive - your score will update automatically as you edit.
After a few simple changes, you'll be amazed how much clearer your writing is.
File Scoring
Upload your current projects and let ReadablePro get to work scoring your document within minutes.
Files you can upload include Word documents, Open Document, CSVs of texts or URLs, Markdown, PDFs, eBooks and almost any other text format in use today.
Once your report is ready, we'll email you with a link to download it. You can also find your file stored on your account where you can view and edit it anytime.
Bulk Scoring
Sometimes you may find you have a lot of text or URLs to score. Don't worry, we can handle that too!
Upload a CSV (a simple spreadsheet format which you can get from Excel, Calc or any other spreadsheet application) of text or URLs (or both, combined), and we will score every item individually. Much faster than doing them one at a time!
This means you could bulk-score all the URLs from a particular section of your website that needs attention.
We'll give you an overall readability score for the CSV and a score for each URL included.
Bulk URL uploading is supported on all of our plans - ContentPro, CommercePro and AgencyPro.
Reading analyst - reading levels.
CONTENT
- Group 1. Teaching the technique of semantic reading
- Beginner level (letter reading)
- Developing level (reading by syllable)
- Advanced level (reading in whole words and syllables with compound words)
- Free level (reading in whole words)
- Group 2. Development of reading competencies for subject education nine0006
- Weak level
- Training level
- Independent level
The "Reading Analyst" system makes it possible to assess the level of reading competence for two groups - the group for teaching the technique of semantic reading (Group 1) and the group for developing reading competence for subject education (Group 2).
Although we assume that the first group will most likely include elementary school students from grades 1 to 4, and the second group will include secondary school children from grades 5 to 7, we strongly recommend taking into account the individual characteristics of children: if a child elementary school reads very well, test his reading competencies on tests of the secondary school group, but if a child in the fifth grade reads with a lot of technical errors, it may make sense to check his competencies on tests for group 1 elementary school and then select texts for reading corresponding to its level. nine0005
Below we offer brief descriptions of the levels that are determined during testing and evaluation of texts, and also give recommendations on the selection of texts for each level.
Group 1. Education of semantic reading technique
Description of the levels of competence of reading words. The reading speed is low, there is a recall of each letter separately.
In some cases, there may be a breakdown in reading a word due to the large time interval between reading letters. Reading comprehension is limited to a word or phrase. The teacher's help is needed both in the name of the letters and their reduction into a word, and in keeping the attention on the text. Reading speed per minute - 10-15 words. nine0005
Recommendations for the selection of texts for the initial level of reading technique:
Texts of the initial level of reading technique are intended for mastering the reading skill from scratch and represent various types of alphabets and short texts necessary to consolidate the skill of recognizing and reading letters and short words. The transfer of the plot is carried out by 2-3 sentences connected sequentially with each other.
Features of texts suitable for this level:
Short texts of 30 words are suitable for beginners, the length of words should not exceed 5–6 letters. It is good if as many words as possible correspond to the following features.
- Words of one or two syllables.
- Three-syllable words must be open syllable (e.g. white ). Stressed vowels must be at the beginning of a word.
- Words begin with a consonant
- Words end in consonant
Very short and simple texts are required for this level of reading. Such texts are not evaluated by the Reading Analyst system, but are selected independently.
Developing level (reading by syllable)
Description of the level
Reading by syllables, in difficult places - spelling. There are many errors such as omissions of syllables and words, substitutions of letters and syllables. There is almost no orientation to punctuation, the intonation when reading does not correspond much to the content. Reading comprehension is low and fragmented. Reading speed is slow. There is a decrease in motivation to read when faced with difficulties. A teacher's help is needed to read words that have more than three syllables and have articulations of three consonants.
Reading speed per minute - 35-50 words. nine0005
Recommendations for the selection of texts for the developing level of reading technique:
Texts for the developing level of reading technique are designed to strengthen reading skills, as well as for corrective work in the presence of difficulties in mastering it. May contain a short simple linear plot with a main character or main idea and a small number of secondary additional ideas. If necessary, the narrative can be divided into several small parts without compromising reading comprehension. nine0005
Features of texts suitable for this level:
Texts consisting of 70 words are suitable for the developing level, the length of words should not exceed 10 letters. The text may contain words that have the following features:
- Words with one closed three-letter syllable
- One-syllable words and two-syllable words with a combination of consonants at the beginning of the word (for example: coward , hello )
- Stress on the first syllable in two-syllable words and on the second syllable in three-syllable words (for example: lamp, candy )
- Words of three syllables and four syllables (alternating vowels and consonants) (for example: steamboat , ran )
- Nominative, accusative, dative and prepositional words
- Sentences with simple syntax: definition, subject, predicate.
(For example: The white bird has arrived. ) - Offers with 2 homogeneous members
- Offers with 3 homogeneous members
- Impersonal offers
- Compound sentences
- Personal verbs
- Introductory words
Texts that are suitable for this level of reading, the "Reading Analyst" system refers to texts for developing reading level .
Advanced level (reading in whole words and syllables with compound words)
Description of level
Whole-word reading of easy words can switch to syllable-by-syllable reading in case of occurrence of polysyllabic, difficult or infrequent words. When reading, there may be errors in the repetition of words and syllables, difficulties in understanding some parts of the text. There is unevenness in the speed of reading and the transfer of expressiveness. Need help reading obsolete words, words with more than 5-6 syllables and texts of 3 levels of complexity.
The understanding of the text is adequate, but fragmentary, there is an assimilation of the general plot of the narration, but the details and secondary ideas are not fixed. Reading speed per minute - 65-75 words. nine0005
Recommendations for the selection of texts for advanced reading skills:
Texts for advanced reading skills can be used to introduce new knowledge and develop competence in meaningful reading, in particular, reading comprehension and formulating answers to questions about the text. The narrative may contain several storylines or ideas, the number of secondary elements of the narrative may increase, but should remain within 5. The text should be divided into semantic parts. These texts can be offered to read for leisure reading to schoolchildren who have developed and fluent levels of reading technique. nine0005
Features of texts suitable for this level:
Texts of about 100 words are best for the advanced level, the length of words should not exceed 14 letters.
The text may contain words with the following properties:
- Monosyllabic words with a combination of consonants at the end of the word (for example: scarf )
- Two-syllable words with a combination of consonants in the middle of the word (for example: srot ) nine0007 Three-syllable words with a combination of consonants at the beginning, middle or end of a word (for example: beauty, harness)
- Words of four or five syllables (alternating vowels and consonants) (for example: drawing)
- Adverbs
- Genitive and instrumental words
- Complex sentences, sentences with coordinating conjunctions and sentences with direct speech
- Reverse word order in a sentence. (For example: Vasya came home late. -
- The presence of cardinal numerals, pronominal adjectives and pronominal nouns
Texts that are suitable for this level of reading, the system "Reading Analyst" refers to texts for advanced reading level.
Free level (reading in whole words)
Description of the level
Reading in whole words with a small number of errors in new terms, obsolete words or polysyllabic words, infrequently occurring words. Errors can be noticed by the reader and corrected. There is respect for intonation and expressiveness. Comprehension of the text is complete, answers to questions are detailed. The reader understands causal relationships, can predict linear events. Reading does not require the help of a teacher. Reading speed per minute - more than 100 words. nine0005
Recommendations for the selection of texts for the free level of reading technique:
Texts for the free level of reading technique are suitable for studying the subject and forming mental operations of analysis and forecasting when working with text, which are part of the reading competence. The plot in the text may be non-linear with additional inclusions of secondary storylines or ideas.
The story should be broken down into small semantic parts. For students with a free level of reading technique, to maintain motivation, the selection of texts includes the thematic interests of schoolchildren. Students can read such texts for pleasure. nine0005
Features of texts suitable for this level:
The free reading level allows you to read texts of 100 words, but words in the text can contain up to 18 letters. Words with the following parameters can be included in the text:
- Sentences with adversarial conjunctions
- Rarely used, obsolete words
- Foreign words
- The presence of participial phrases
Texts that are suitable in their parameters for this level of reading, the Reading Analyst system refers to texts for free reading .
Group 2. Development of reading competencies for subject training
Description of levels in the formation of reading competencies for subject training
Weak level
Reading level
It is difficult, no smooth, there are no smooth inaccuracies, mistakes.
Comprehension of the text occurs at a superficial level. Most often, there is just voice-over of the text. Can read light text independently. Reading more complex texts requires the help of an adult. Reading accuracy is below 85%, error rate is more than 20 words. He can correct 1 mistake out of 5 on his own. Reading speed is slow, there is no orientation to punctuation marks. Understanding is not adequate, fragmentary, there are errors in understanding both the text itself, and the subtext, and beyond the text. There is no way to generalize and use the information read. There are answers to factual questions like: Who? What? When? Where? How much? Is not it? nine0005
Recommendations for the selection of texts for a weak level of reading for subject teaching:
Texts suitable for a weak level are intended primarily for correcting reading skills and competencies, especially in cases where there are: a large number of errors, misunderstanding of what has been read, inability to answer factual questions.
For a weak level of reading competence, texts with the following properties are suitable for subject teaching:
- The text consists of 2-3 paragraphs.
- The text consists of short sentences without complex constructions and special language tools.
- There are no more than 3-4 terms in the text.
- The main idea is clear, simple, clearly formulated at the beginning of the text.
Texts that are suitable for this level of reading, the system "Reading Analyst" refers to texts for a weak level of reading for subject teaching. nine0004
Educational level
Description of the level
Reading has an average level, which is reflected in errors in words and intonations when reading. There is smoothness, except for those moments when complex words and phrases occur. Reading flexibility and expressiveness are present when reading light texts. For more complex texts, adult assistance is required.
Understanding of the text is adequate, but fragmentary. You can meet errors in understanding subtext and overtext. The accuracy of reading technique exceeds 85%, the error rate is 1 in 20 words. Ability to correct your reading errors - 2 out of 5. Reading speed is average. Can use information from the text within a narrow framework, generalize and find causal relationships, which allows answering questions of evaluative and convergent types. (Why? How? How? What do you think?)
Recommendations for the selection of texts for the academic level of reading for subject education:
Texts suitable for the academic level are intended to introduce you to the topic of the academic subject, to start studying the topic. Texts of this level can be used to develop the technique of semantic reading, as well as to develop the skills of reproducing the content of the understood text and answering questions about it. In addition, students who experience some difficulty in reading can read such texts for pleasure, which helps to strengthen the motivation to read.
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Texts for the intermediate level should have the following characteristics:
- The text has a simple logical and semantic structure.
- The main idea of the text is clear and precise.
- The main idea of the text is located either at its beginning or at the end.
- Each paragraph is linked to the previous one by the corresponding means of communication.
- The volume of terms does not exceed 5–7 words.
Texts that are suitable in terms of their parameters for this reading level are classified by the Reading Analyst system as Reading level texts for subject teaching.
Independent level
Level description
Reading is easy. It is characterized by fluency, ease, a small number of errors, expressiveness. Able to discuss what has been read. The help of the teacher is not required when reading texts of any complexity.
The independent level of reading competence for subject education is characterized by the following student skills: complete (basic thoughts and details), precise (meanings of words are known), distinct (all linguistic ways of expressing meaning are known), deep (understanding of text, subtext, overtext, context) understanding of a rather long text, often containing conflicting information, from unfamiliar and unfamiliar subject areas.
Inaccuracies in one of the four parameters are allowed. The ability to determine the difficulties of reading and understanding the text, as well as the quality of one's reading and understanding of the text, analyzing the quality of full and short answers to questions. Positive and interested attitude towards free, abundant reading. nine0005
Recommendations for the selection of texts for the independent level of reading competence for subject education:
A text suitable for the independent level can be designed to deepen knowledge in a particular academic subject, it introduces a large number of facts and terms. In addition, texts of an independent level are suitable for the formation and development of mental operations of analysis and forecasting when working with text, as well as the ability to make annotations, questions, formulate full and short answers to them. nine0005
Texts suitable for independent reading competence for subject-specific learning are characterized by the following properties:
- The text contains the author's opinion, is emotionally colored.
- The structure of the text can be complex, complex, the main idea is read from the text and can be located anywhere in it.
- The text contains a problem that the reader formulates independently based on its content. nine0007 Understanding the text requires background knowledge hidden in the text.
Texts that are suitable for this level of reading, the system "Reading Analyst" refers to texts for independent reading level for subject education.
Online text complexity analysis - Textometer
Textometer helps to determine the level of complexity and readability of the text for free, count the number of words and characters, find the average length of a word and sentence, keywords of the text, calculate the coefficient of lexical diversity of the text, get a list of words in the text and calculate the reading time. nine0005
Russian as a foreign language
Russian as a native language
Measure
Insert demo text
About the project
Textometer helps to determine the level of complexity of the text in Russian for free, calculate readability indexes, find out the level of text on the CEFR scale, calculate the number of words and signs, find the key words of the text, calculate the coefficient of lexical diversity of the text, get a list of words from the text and calculate the time of reading it, and also determine the statistics on the occurrence of words in lexical minima.
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Level of CEFR and TORFL/TORFL
Determining the level of complexity of the text on the CEFR scale from A1 to C2 is done automatically, using a regression model trained on a corpus of 800 texts from RFL manuals. In the Publications section, you can find articles with more detailed information about how the automatic detection of text complexity works in our service [2], about the corpus of texts from RuFoLa textbooks [3], and about how to use the Textometer in a Russian language lesson [1 ].
ACTFL level
ACTFL text difficulty level suggested using the CEFR and ACTFL correspondence table in the receptive skills section. Read more about matches here.
Can she be wrong? Experiments show that the model tends to slightly overestimate the level of complexity of the text, since it makes calculations based on given lexical minimums. Practice shows that students usually know (or guess from the context) more words than in the minimums. This is especially true for internationalisms and words that sound similar in the student's native language.
This should be taken into account when preparing texts for Slavic or English-speaking students. You can read more about the experiment with comparing the work of the program, the opinions of expert teachers and the students themselves here [4]. nine0005
Evaluation of the difficulty level of the text for schoolchildren
The difficulty levels of the text for foreigners are well standardized and documented. In texts for native speakers, the concept of text complexity is more multifaceted: the text is written in short words and phrases, which allows standard readability formulas to classify it as simple, but it is difficult to “break through” unfamiliar words or stylistic features.
Therefore, our system evaluates text for readability by native speakers according to two criteria: structural complexity and lexical complexity. Structural complexity takes into account the classic Flesh readability formula adapted for the Russian language, as well as the presence of parts of speech and turns that make reading difficult (participles, passive forms, etc.
) Lexical complexity is calculated based on the occurrence of text words in specialized frequency lists. The average score for these two complexity vectors allows us to assess the level of the text by age and grade. You can read more about this technology here [5]. nine0005
Length of text in words, characters and sentences
Length of text in words, characters and sentences are basic characteristics of the text, especially useful for calculating the time it will take to master it, or when preparing test materials, where the length of the text is usually strictly defined state standard for RCT. For example, the recommended text length for reading A1 is 250-300 words, A2 is 600-700 words, and so on.
Average word and sentence length
Calculation of the average word and sentence length is used to determine the complexity of the text or its individual fragments. Thus, a large number of readability formulas use these indicators as the main ones (DuBay, 2004).
Lexical diversity coefficient
The lexical diversity coefficient is calculated as the ratio of the number of unique words in the text to the number of all words in the text and is indicated by a value close to 0 to 1 (when all words in the text are unique and met only once).
This measure is useful for assessing the repetition, reproducibility of the vocabulary of the text and is also able to signal its difficulty. For example, the coefficient of lexical diversity of a fragment of an authentic journalistic text is on average 0.8, and of an educational text of level B1 - 0.5. However, this coefficient should be used with caution on short educational texts: in one paragraph, most likely, almost all significant words will be unique, while in the whole text, the main names, locations, concepts and actions are more likely to be repeated. nine0005
Search for text keywords
Search for text keywords is calculated as the ratio of the number of times a word occurs in the analyzed text to the frequency of the word according to the Russian National Corpus (TF/IDF measure with a correction factor). The highest rating is given to words that are often found in this text, but rarely in all other texts of the corpus, that is, the most typical for this particular text.
For example, in the text of an interview with a musician, the words music and rap appear three times each. But at the same time, music occurs in the National Corpus 45,000 times, and rap - 270. From this point of view, the word rap is more characteristic and necessary for understanding this text. At the same time, the appearance of a word in the list of keywords does not mean at all that it should remain in the text during adaptation: the word can be replaced with a synonym or provided with an interpretation. Its presence in the list only indicates that it plays an important role in the understanding of this text and should be given special attention when rewriting the text. nine0005
Difficulty level of text words according to the CEFR scale
Statistics on lexical minimums includes information on how many percent of the text is covered by lexical minimums of one or another level, and below is a list of words that are not included in the official lexical minimum of the TORFL standards of this level.
The amount of unfamiliar vocabulary is the most important indicator of the language accessibility of a text: numerous studies show the closest relationship between the familiarity of the vocabulary of a text and the success of its understanding (Nation, 2006; Qian, 2002). The state standard for Russian as a foreign language also contains information on the recommended amount of unfamiliar vocabulary, which gradually increases from 2–3% for the A1 level to 10% for the C1 level. nine0005
Frequency analysis of text
Frequency analysis of text allows, firstly, to obtain a complete frequency list of words in the text, and secondly, statistics on the proportion of words in the text from the list of 5,000 most frequent words in the Russian language. To calculate the statistics on the frequency of words, we used the New Frequency Dictionary of the Modern Russian Language.
Estimated text reading time
The calculation of text reading time is based on information from the state standard on Russian as a foreign language and offers an estimated reading time for a text by a foreign student depending on the task of reading - studying or viewing.
Such information appears in RFL standards starting from level B1 and amounts to 50 words per minute for learning reading and 100 words per minute for viewing for this level. For levels below B1, we have taken the liberty of continuing this scale of estimated reading speed based on pedagogical experience. nine0005
Viktoria Maksimova
Russian as a foreign language teacher, founder of the RFL Storytelling FB community
Now that the Textometer has appeared, it's hard for me to imagine how I would prepare texts without it. It is an indispensable tool for my work: strict objective evaluation parameters, simple and intuitive design. Thanks to the developers of the project!
Anna Golubeva
editor-in-chief of the Zlatoust publishing house
The service helps a lot in working and communicating with authors! The frequency list is especially useful, it objectifies what is expedient to leave in the text, and what to adapt or train. Thanks to colleagues from the Pushkin Institute! nine0005
Yuliya Nekrasova
Lecturer of Russian as a Foreign Language University of Salerno
A very valuable methodological discovery! Huge potential for preparing assignments for levels B1 - C1, dictations, assignments for exams, etc.
I apologize for the slang, but huge respect to the developers!
Publications
When referring to the resource, we recommend citing this work:
[1] Laposhina A. N., Lebedeva M. Yu. Textometer: an online tool for determining the level of complexity of the text in Russian as a foreign language // Russistika. 2021. Vol. 19. No. 3. C. 331-345
More publications about the program:
[2] Laposhina A. N., Veselovskaya T. S., Lebedeva M. U., Kupreshchenko O. F. Automated Text Readability Assessment For Russian Second Language Learners // Komp'juternaja Lingvistika i Intellektual'nye Tehnologii Ser. "Computational Linguistics and Intellectual Technologies: Proceedings of the International Conference "Dialogue 2018". Issue 17 (24), 2018
[3] Laposhina A.N. Corpus of RSL textbooks as a tool for analyzing educational materials // Russian Language Abroad. 2020 No. 6 (283), pp. 22-28
[4] Laposhina AN Experimental study of the complexity of texts in Russian as a foreign language // Dynamics of language and cultural processes in modern Russia [Electronic resource].
