分级阅读体系的建立有助于培养儿童阅读能力，其中文本可读性是分级阅读研究的重点。两两比较是对文本难度进行相对整体评估的方法，能高效率地获得可靠的文本可读性排序。本研究采用两两比较这一新方法，招募80名被试评估了1-8册小学语文教材中80篇文本的可读性，获得了文本可读性排序，将其与文本册数和可读性公式分数进行了比较，并进一步探讨了文本被比较次数（20、40、60和80次）对两两比较信效度的影响。研究结果表明，两两比较获得的文本排序具有较高的信度，且与文本册数和可读性公式分数具有显著正相关，随着文本被比较次数的增加，信效度逐渐增加且趋于稳定，同时，未发现评估者特征对比较结果的影响。研究证明两两比较在汉语文本评估中具有一定可靠性、有效性和较为广泛的适用性，可以作为汉语文本分级阅读研究的新方法。

Establishing a leveled reading system contributes to developing children's reading comprehension, in which text readability is considered an important value. Pairwise comparison is a comparative holistic assessment method for text readability, which can be used to efficiently obtain a reliable ranking of text readability. The present study recruited 80 subjects and used pairwise comparison to assess the readability of 80 texts in Chinese primary school textbooks in Chinese language, which producing a text readability ranking. Then we analyzed the correlations between the ranking, the number of books, and scores of the readability formula after the texts were compared 20, 40, 60, and 80 times. The results showed that the text ranking produced by pairwise comparisons is highly reliable and is significantly positively correlated with the number of books and scores of the readability formula. The reliability and validity increase and stabilize as the number of comparisons increases. Besides, he results showed no effect of judges’ characteristics on the assessment task. The study proves that pairwise comparison has high reliability, validity and wide applicability in Chinese text assessment, and can be used as a new method for Chinese leveled reading research.