Abstract
Standard tests of 'readability' were applied to several road safety texts. One was found to be 'fairly difficult to read', although there were considerable variations in scores between texts. One text was re-written applying principles known to affect readability and comprehension. Standardized tests indicated that this did improve comprehension quite markedly and specially-designed multi-choice tests also showed that those who had read the re-written text had more knowledge of the topic that was covered than those who had read the original version. Suggestions are made as to how texts on road safety might be written more effectively. (Author/publisher)