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In TEFL, it is often stated that communication presupposes comprehension. The main purpose of readability studies is thus to measure the comprehensibility of a piece of writing. In this regard, different readability measures were initially devised to help educators select passages suitable for both children and adults. However, readability formulas can certainly be extremely helpful in the realm of EFL reading. They were originally designed to assess the suitability of books for students at particular grade levels or ages. Nevertheless, they can be used as basic tools in determining certain crucial EFL text-characteristics instrumental in the skill of reading and its related issues. The aim of the present paper is to familiarize the readers with the most frequently used readability formulas as well as the pros and cons views toward the use of such formulas. Of course, this part mostly illustrates studies done on readability formulas with the results obtained. The main objective of this part is to help readers to become familiar with the background of the formulas, the theory on which they stand, what they are good for and what they are not with regard to a number of studies cited in this section.
Zamanian et al. (Sun,) studied this question.