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Our live web text scoring software works with texts up to around 20,000 words. For larger texts, we recommend using our File processor, which can handle much larger documents.
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Getting Started
Readable's text scoring tool is designed tell you how easy a piece of text is to read and provide tips for improving its readability.
What's Readability?
Readability scores are a way to measure whether written information is likely to be understood by the intended reader.
Text that scores a readability grade level of 8 or better (8 or below) will be readable by around 85% of the general public.
Readable supports several different readability formulas, but if you are not sure where to start then the Flesch-Kincaid Grade Level is a good, all-purpose algorithm.
Faves
Grade
Issues
Reach
Words
Readability Grade Levels
Originally created to analyze the readability of technical material. Now used widely and highly regarded for its reliability. Suitable for the grading of a wide range of writing and for all ages. [1975]
Suitable for a wide range of material and especially for business writing and publishing. Grading suitable for all ages. [1952]
A character-calculated formula suitable for a wide range of texts and for all ages, and especially useful within education. [1975]
Applicable to a range of texts and ages but has been proven particularly useful in healthcare literature. [1969]
A character-calculated formula suitable for a wide range of texts and ages but proven especially useful in technical writing. [1967]
A vocabulary-calculated formula, especially useful for technical writing. [1973]
Calculated with sentence length and syllables as variables, this formula is best used to calculate readability in elementary grade texts. [1958]
Rix is calculated with word length and sentence length as variables. It is an evolution from the Lix formula, and produces a grade level. [1983]
The US grade level is calculated using sentences and letters as variables. This formula is best used for grading middle school level texts. [1977]
A score of "n/a" indicates the result for this text was outside the range this algorithm is capable of scoring.
Sentences and syllables are used as variables. Fry originally created the formula to analyze high school educational texts, but now it's useful for all US grade levels of text, including college level. [1963]
A score of "n/a" indicates the result for this text was outside the range this algorithm is capable of scoring.
Readability Scores
| Readable Rating | - | |||
| Flesch Reading Ease | - | |||
| CEFR Level | - | |||
| IELTS Level | - | |||
| Spache Score | - | |||
| New Dale-Chall Score | - | |||
| Lix Readability | - | |||
| Lensear Write | - |
Readable's bespoke rating system grades you from A to E for readability. Text aimed at the general public should be grade B or better.
This was originally created in education research but is now used for a variety of purposes, including by government bodies and policy writers. [1948]
Scores are typically between 0 and 100. Higher scores indicate better readability, with a good score being 60 or over.
Used to evaluate language skills. It has been used by government bodies to allow their content to reach a wide range of people with varying language comprehension. [1989]
A grade of B2 means text will be understood by adults with conversational English.
A standardized test for English language proficiency. This algorithm is designed for you to keep ESL readers in mind. [1980]
A grade of 6 means text will be understood by adults with conversational English.
Spache is a readability test for English best for texts up to fourth-grade level. For grading texts aimed at older children for readability, the Dale-Chall test is more suitable. [1952]
Based on a familiar word list, this analyzes how readable a text is for fourth grade and up. As well as being useful in elementary education, it also has important use in the accessibility of content. [1995]
A score of - is roughly equivalent to grade -.
Lix is calculated with word length and sentence length as variables. It was formulated to take into account the readability of non-English reading materials. [1968]
Scores are typically between 0 and 100. Lower scores indicate better readability, with a good score being 40 or below.
Useful for a range of texts but particularly for technical material. Sometimes incorrectly called "Linsear Write". [1966]
Scores are typically between 0 and 100. Good readability is a score of 70-80, with higher scores indicating overly simple text and lower scores indicating poor readability.
Language Issues
| Spelling Issues | - | - | ||
| Grammar Issues | - | - |
Spelling mistakes can cause the reader to lose track of what they are reading as they have to pause to work out what was intended.
Click "Customize" below to set your preferred language and add words to your custom dictionary.
Grammar mistakes interfere with the flow of text. A well-written sentence with words out of the familiar or expected order can still be hard to read.
Click "Customize" below to set your preferred language.
Readability Issues
| Sentences > 30 Syllables | - | - | ||
| Sentences > 20 Syllables | - | - | ||
| Words > 4 Syllables | - | - | ||
| Words > 12 Letters | - | - |
Long sentences can be difficult to keep track of and too many can be fatiguing for the user. Try to use mostly short sentences in your writing.
Long sentences can be difficult to keep track of and too many can be fatiguing for the user. Try to use mostly short sentences in your writing.
Long words which contain a lot of syllables are hard to read and to say. Try to use short words where possible.
Long words which contain a lot of letters are hard to read and to say. Try to use short words where possible.
Writing Style Issues
| Passive Voice Count | - | - | ||
| Adverb Count | - | - | ||
| Cliché Count | - | - |
Passive voice can make what you are writing less engaging to the reader, compared to the active voice. For example, instead of "the door was closed by the man", it might be better to say "the man closed the door".
Adverbs are worth avoiding where possible, as they can usually be replaced by more active verbs. For example, instead of saying "they ran quickly", it might be better to say "they sprinted".
Clichés are phrases which have been overused and can appear unoriginal. Try to avoid using clichés where possible.
Reach
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This text should be readable for - of your addressable audience, which equates to approximately - of the general public. |
Reach is a measure of the proportion of your target audience that can read your content easily. It is currently calibrated against the literate general public, so a reach of 100% means your content is readable by about 85% of the public (that being the percentage that are literate).
Tone
| « Formal | Conversational » |
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Tone analysis gives an idea of how formal or how conversational the text looks. Conversational text uses more pronouns and fewer prepositions, among other differences.
Text Statistics
| Character Count | - | ||
| Syllable Count | - | ||
| Word Count | - | ||
| Unique Word Count | - | ||
| Sentence Count | - | ||
| Paragraph Count | - |
Letters (just A-Z, not including numbers and punctuation).
Sentences are assumed to end with periods, question marks, exclamation marks or line breaks.
Paragraphs are defined as ending with a line break.
Timings
| Reading Time | - | ||
| Speaking Time | - |
The time it would take for the average person to read this text, at a rate of 225 words per minute.
The time it would take for the average person to say this text aloud, at a rate of 125 words per minute.
Text Composition
| Adjectives | - | - | |
| Adverbs | - | - | |
| Conjunctions | - | - | |
| Determiners | - | - | |
| Interjections | - | - | |
| Nouns | - | - | |
| Proper Nouns | - | - | |
| Prepositions | - | - | |
| Pronouns | - | - | |
| Qualifiers | - | - | |
| Verbs | - | - | |
| Unrecognised | - | - | |
| Non-Words | - | - |
Unrecognised words are words which we could not classify.
Non-words are items which are not words, including email addresses and URLs.