Readability of business columns versus other columns in major U.S. newspapers.

Lewis, Stephen D. ; Adams, C. Nathan

INTRODUCTION

Many business communication textbooks discuss the need for checking readability of written documents, and several provide at least one methodology for determining the readability of documents (Bovee & Thill, 2000; Guffey, 2003; Lehman & DuFrene, 1999; Locker, 1997; Ober, 2003). Furthermore, software developers have considered readability an important enough concept to include programs to gauge readability. Microsoft Word, the most popular word processing software available, includes such a feature; it uses the Flesch-Kincaid Formula. Writers who use MS Word should be cautioned, however, that reading grade level calculations are truncated at grade 12. Thus, anything written above that level will not be reported accurately.

Business writers have long been concerned that their audience be able to read and understand their messages. In fact, it would be difficult to find even one communication teacher who disagreed that ease of readability was critical to any business communication. But what about business journalists? Do writers of business columns in major U.S. newspapers write at readability levels that are appropriate for their reading public?

It has generally been accepted that U.S. newspapers were written at about the sixth- to eighth-grade reading level. Casual observation of specific newspaper items might cause readers to think otherwise. Opinion columns, in particular, often appear to be written at a higher level, even above high school reading level. Is the same true for regular news stories, editorials, and business columns?

RELATED LITERATURE

Hart (1993) points out that many newspaper stories have readability scores of 13 or higher, and these scores exceed the reading ability of the average U.S. adult. He suggests that since the average adult in the U.S. has finished 12.7 years of education, newspapers can serve their clientele better by offering "cleaner, clearer, and more direct writing" (p. 5). No suggestion is made that newspapers should be "dumbed down" to meet reader requirements-simple writing does not have to be simplistic. However, the implication is that most people prefer reading at about three grade levels below their actual grade level completion.

Fletcher (2002) relates his experience with a manufacturing firm that asked him to rewrite an instruction manual. He determined that the manual, although intended for use by unskilled laborers with a fifth grade education, was actually written at the reading skill level of a college senior. Fletcher also cites a study by the Federal Drug Administration stating that three out of four adults who are 60 or older find it hard to understand most information in newspapers.

Although readability formulas are not perfect, Kalmbach (1989) advises that they can predict the average difficulty of reading material for general readers. He cautions that unique vocabularies and interests of groups or individual readers cannot be taken into account using mathematical formulas. Therefore, the reading audience should be considered carefully when communicating in writing.

Burton (1991) investigated the readability of 30 consumer-oriented bank brochures from five major banks and 26 major daily newspapers. Results showed that 62 percent of American adults would have trouble understanding the bank brochures, and 67 percent would not be able to comprehend the newspapers. Clearly, bank managers should be concerned with providing information that the vast majority of their customers can understand.

Regardless of the medium used-reports, brochures, proposals, or newspaper business columns, business writers must be vigilant in their attempts to communicate effectively with their reading public.

PURPOSE

The purpose of this research was to compare the readability of business columns with other sections of newspapers in five major metropolitan U.S. areas. Specifically, the research sought to determine whether business columns were written at a higher or lower reading level than other newspaper sections. Since many newspaper readers have less than a college education (and may read at an even lower level), columns should be written at a level comprehendible by most readers. And because vast numbers of business people and consumers alike make decisions based on information found in newspaper business sections, writers of these articles, especially, should be careful to consider the reading abilities of their readers. Do business writers consider the reading levels of their potential readership? Application of readability formulas to selected articles should provide an answer.

READABILITY DEFINED

Readability refers to the ease with which a document can be read. Several mathematical formulas have been developed to assist writers in measuring the readability of their writing. Most formulas (indexes) include sentence length and some measure of syllabic intensity as major components. Other factors, such as sentence structure, graphic presentation, and font faces may affect readability; however, these are very subjective in nature and extremely difficult to measure. Popular readability indexes include the Flesch Readability Formula, developed by Rudolf Flesch; the Fry Readability Graph, created by Edward Fry; and the Gunning Fog Index, conceived by Robert Gunning. Each is similar to the other; however, the Gunning Fog Index was developed specifically to help business writers gauge their writing to their audience and to write more clearly (Gunning, 1952).

METHODOLOGY

The first step was to identify major metropolitan areas in the U.S. from which to select newspapers for the research. An Internet search located the Demographia web site, which listed major U.S. metropolitan areas by population density in 1998 (Demographia, 2001). The top five metropolitan areas were chosen because they appeared to characterize a broad geographical representation of the U.S. Selected metropolitan areas included, in order of population, New York; Los Angeles; Chicago; Washington, DC; and San Francisco. Newspaperschosen from the respective areas were The New York Times, Los Angeles Times, Chicago Tribune, The Washington Post, and San Francisco Chronicle. Business acquaintances in each of the five areas were contacted and asked to supply copies of the Sunday, July 15, 2001, issues of the particular newspapers, which were used for this research. To ensure a broad representation of authors and narrative content, all stories beginning on the front page of the regular news and business news sections were included in the research as were all editorials and columns written by newspaper columnists.

Because the Gunning Fog Index was developed to assist business writers, it was selected as the readability tool for analyzing articles. In brief, the steps for using this index include (Gunning, 1952):

1. Count the number of words in successive sentences. If the piece is long, select several samples. Count the number of sentences in the selection. (Note: independent thoughts, such as those in compound sentences, are counted as a sentence.) Divide the number of words by the number of sentences to determine the average sentence length.

2. Count the number of words with three or more syllables. Do not count words that are capitalized or are made by combining two easy words (bookkeeper) or that are made three syllables by adding ed or es. Divide the number of three-syllable words by the total number of words and multiply by 100. This gives the percentage of hard words.

3. Add the average sentence length (step 1) to the percentage of hard words (step 2) and multiply the result by 0.4. The result is the Fog Index, which indicates the reading grade level necessary for understanding a selection.

In total, 77 regular news stories, business stories, editorials, and opinion columns were analyzed. Sentences, words, and words with three or more syllables were counted in each article. Random numbers were then generated based on the number of actual sentences in an article. Three sample selections of approximately 100 words were chosen from each article based upon the random numbers. The three samples were combined and the Gunning Fog Index was subsequently applied to determine readability levels.

A second analysis was completed using the Flesch-Kincaid Formula. This formula is the United States Government Department of Defense standard (DOD MIL-M-38784B). The government requires its use by contractors producing manuals for the armed services (Readability, 2001). Ten of the 77 articles were randomly selected as a basis for comparing results of the two readability formulas. Both formulas are similar, given that they provide a reading grade level; however, Flesch-Kincaid uses average number of syllables per word in addition to number of words and average sentence length. The Flesch-Kincaid Formula is:

(L x 0.39) + (N x 11.8) - 15.59

where L = average sentence length and N = average number of syllables per word

(Readability, 2001).

A final analysis of the 10 articles was performed using the spelling and grammar feature of Microsoft Word. As an overwhelmingly popular word processing software, this feature is likely used by many authors to evaluate their writing. Although the algorithm used to compute readability is not shown, the software provides several data items, including a score for the Flesch Reading Ease scale and the Flesch-Kincaid reading grade level.

FINDINGS

Mean reading levels were computed for the 77 business articles, front-page news stories, editorials, and opinion columns. Table 1 summarizes the results of analyses using the Gunning Fog Index.

Comparing articles within individual newspapers, business articles, generally, were written at a lower reading level than the other three article categories. The Los Angeles Times editorials and the San Francisco Chronicle opinion columns were written at a slightly lower reading level than business columns. Overall averages for all newspapers revealed a similar outcome. Business columns, on average, were written at approximately 1.5 reading grade levels below other article types.

When all article types were combined for each newspaper, overall readability grade level means ranged from 10.7 to 13.2. Table 2 shows the combined data.

In general, there was less variation in the readability scores of front-page articles than in other sections of the papers. Overall, business articles had the next to smallest variation, as well as the lowest readability scores. The consistency of overall readability was similar for all of the papers except the San Francisco Chronicle, which had a standard deviation considerably larger than the other papers. This was due primarily to the extremely low variation within editorial columns and the extremely high variation within the opinion columns.

In an effort to corroborate the results of the Gunning Fog Index, a random sample of ten articles was further evaluated using the Flesch-Kincaid Formula. Each article was initially input into Microsoft Word for analysis using the spelling and grammar feature. After several articles had been analyzed, it was noted that more than one article had a reading grade level of 12.0. Further analysis showed that, no matter how difficult the material, reading grade levels above 12.0 were not displayed. Since it was obvious some of the columns were written at a higher grade level than 12.0, the ten articles were then evaluated using manual counts and calculations and applying the Flesch-Kincaid Formula. Table 4 shows a comparison of the ten articles using the three evaluation techniques.

Although the reading grade level averages would appear to be almost identical for all ten articles applying the Flesch-Kincaid Formula and using Flesch-Kincaid in MS Word, what can not be accounted for is the fact that MS Word apparently truncates at reading grade level 12.0. In this analysis, fully 40 percent of the readability levels using Flesch-Kincaid exceeded 12.0. Thus, business writers should be cautioned that MS Word may not present a true readability picture.

Even though there were exceptions, the Flesch-Kincaid Formula appears to gauge readability approximately one grade level below the Gunning Fog Index. Comparing means for the ten articles shows this to be true as well. Overall readability grade level means for Gunning and Flesch-Kincaid were 11.59 and 10.77, respectively.

DISCUSSION AND CONCLUSION

Sample results clearly indicate that the generally accepted concept of a sixth-to eighth-grade reading level for newspapers is erroneous. Test means in every case exceed this range. In fact, front-page, editorial, and opinion column readability grade level means all exceeded twelfth-grade level. Only business articles had a mean readability level less than the twelfth-grade level. None of the front-page readability means was below 11.5 while all but one of the business means were below 11.5. All sections except business had articles with reading grade levels that exceeded the average educational level (Hart, 1993) of American adults.

There was considerable difference in mean readability grade level among the five newspapers. The New York Times sample, in fact, was written at a sophomore college level (13.2). The New York Times had either the highest or second-highest mean in all sections studied. This resulted in the Times having the highest combined readability grade level. Three of the five newspapers (Chicago Tribune, Los Angeles Times, and Washington Post) had a mean readability grade level less than twelfth grade.

Apparently, a major factor in the difference between Flesch-Kincaid Formula as defined by Rudolf Flesch and as implemented by Microsoft Word is the method for counting sentences. Flesch requires: "In counting sentences, follow the units of thought rather than the punctuation," while MS Word apparently counts traditional sentences ending with periods, question marks, or exclamation points (Flesch, 226-227).

These tools, then, while not precise, give a general indication of the readability of the material. If the intent of the articles is to present the material at a readability level suitable for the masses, writers of business articles are closer to the mythical goal of sixthto eighth-grade level writing than other newspaper section writers. If the goal of the newspapers with their various readability grade levels is to address the needs of differing readerships, this research would indicate they are meeting those goals.

For business communication teachers the challenge is to convince their students that readability of their documents is critical. Whether they are involved in writing company annual reports, press releases, or business columns for their local newspapers, writers must consider audience composition. For example, The New York Times may well be reaching its target audience for business columns with its 12.4 reading grade level. Assuming its primary readers are business professionals, it might be expected that most would hold college degrees. The Chicago Tribune, on the other hand, may be targeting a broader range of business consumers with its 8.7 grade reading level.

Business communication teachers should also make students aware of the need to tailor their writing to specific audience interests. For instance, an article discussing pros and cons of a 401(K) retirement plan might be of interest to a broad spectrum of readers with varying educational backgrounds. Alternatively, an expose on the ramifications of a merger of two multinational manufacturing conglomerates might be of interest to a more limited but more business savvy group. Recognizing these differences and considering audience needs may well determine the success of any communication.

REFERENCES

Bovee, C. & Thill, J. (2000). Business communication today (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Burton, G. (1991). The readability of consumer-oriented bank brochures: An empirical investigation [Abstract]. Business and society, 30, 21.

Demographia. (2000). U.S. metropolitan areas over 1,000,000 in 1998: 1998 central city and suburban population. Retrieved July 31, 2001, from http://www.demographia.com/db-usmsaccm98num.htm.

Flesch, R. (1949). The art of readable writing. New York, NY: Macmillan Publishing Company.

Guffey, M. (2003). Business communication: Process and product (4th ed.). Thomson South-Western.

Gunning, R. (1952). The technique of clear writing. New York, NY: McGraw-Hill Book Company, Inc.

Hart, J. (1993). Writing to be read. Editor & Publisher, 126(45), 5.

Kalmbach, J. (1989). Smartening up readability formulas. MacWEEK, 3(16), 24.

Lehman, C. & DuFrene, D. (1999). Business communication (12th ed.). Cincinnati, OH: South-Western College Publishing.

Locker, K. (1997). Business and administrative communication (4th ed.). Boston, MA: Irwin McGraw-Hill.

Ober, S. (2003). Contemporary business communication (5th ed.). Boston, MA: Houghton Mifflin Company.

Readability. (n.d.).Retrieved July 31, 2001, from http://www.timetabler.com/reading.html.

Stephen D. Lewis, Middle Tennessee State University

C. Nathan Adams, Middle Tennessee State University

TABLE 1
Mean Readability Grade Levels Using Gunning Fog Index

 Opinion
Newspaper Business Front Page Editorial Column

Washington Post 9.9 12.3 10.2 12.7
New York Times 12.4 13.3 14.3 13.0
Chicago Tribune 8.7 12.5 10.9 9.7
LA Times 11.1 11.5 10.3 13.6
SF Chronicle 11.1 12.5 15.8 10.7
Overall Averages 10.7 12.3 12.1 12.1

TABLE 2
Combined Readability Grade Level Means for All Column Types
(Gunning Fog Index)

Newspaper Readability Grade Level

Chicago Tribune 10.7
Los Angeles Times 11.6
The Washington Post 11.6
San Francisco Chronicle 12.1
The New York Times 13.2

TABLE 3
Standard Deviations

Newspaper Front Page Business Editorial

Washington Post 1.452 2.058 3.517
New York Times 1.847 2.388 2.371
Chicago Tribune 1.709 2.335 1.222
Los Angeles Times 1.483 2.438 1.283
San Francisco Chronicle 1.566 1.599 0.542
Overall 1.591 2.281 2.970

Newspaper Opinion Column Overall

Washington Post 3.046 2.457
New York Times 3.987 2.524
Chicago Tribune 1.556 2.240
Los Angeles Times 3.965 2.472
San Francisco Chronicle 5.232 3.322
Overall

TABLE 4
Comparison of Readability Levels Using Different Formulas/Indexes

Article Gunning Fog Flesch-Kincaid Flesch-Kincaid
 Index Formula (MS Word)

1 6.6 5.6 5.6
2 10.2 9.7 12.0
3 13.7 13.4 12.0
4 13.7 12.6 12.0
5 13.6 15.2 12.0
6 10.8 9.3 11.9
7 10.5 9.4 10.1
8 10.5 9.5 10.0
9 13.3 8.3 9.0
10 13.0 14.7 12.0

Averages 11.6 10.8 10.7