It will boost their confidence and help to break down any negative feelings about print.
	It can help learners get over the feeling that print isn’t really meant for them, or that because something is written, it must be right.
	It tells them that you value their opinion and see them as colleagues in the literacy movement.
	It’s a good way to introduce information about the community into your program. It provides opportunities for questions and discussion about programs and services.
	It helps to put literacy in a wider social context. By helping to create information that makes programs in the community more accessible to people who don’t read well, the learners can participate in changing their community.
	It makes the final product better, because , the authors, have never experienced problems with reading and writing.

Section Five talks more about how to involve learners and how to use clear language in your programs.

Using readability tests to analyse material

It is possible to use one of several standardized readability tests to estimate how difficult material will be. However, readability tests have many weaknesses. Testing material on the readability scale should be only part of your analysis. And, the results should be taken as only a rough estimate of how difficult the material is. It is much better to be able to look at material from the reader’s point of view and identify its strengths and weaknesses.

The following pages describe tools to help you assess your writing:
(a) the Fry readability graph, (b) computer readability programs and (c) the Gobbledegook Detector.