Readability formulas, unquestionably, have
some utility. They have reasonable utility and
predictability as a starting point for determining
the level of challenge of a text. Ho w e v e r, it is
imperative to consider expert judgment, field
testing, knowledge of students, and
instructional and text design characteristics in
determining readability. Therefore, readability
scores should not be viewed as a summary
statement about a selection outside the context
of those other critically important dimensions.