This study compared 2 main approaches to readability assessment. The quantitative approach applied idea density based on part of speech tagging and compared 3 sets of text types (i.e., narrative, expository, and argumentative) with respect to their ease of reading. The qualitative approach was done through developing questionnaires measuring intermediate EFL learners’ perceptions on content, motivation, quality of language, and format of the same text types. The quantitative results indicated significant differences between narrative and argumentative as well as between narrative and expository text types in terms of idea density. In other words, argumentative and expository texts were more readable than narrative ones. Significantly, higher perceived readability for argumentative and lower perceived easiness of expository texts were reported by the participants. It was found that the argumentative texts are more readable than their narrative counterparts. This finding was supported by both qualitative and quantitative approaches to readability assessment. The results indicate that there needs to be a reconsideration of different readability approaches in the selection of texts for their intended readers. Implications for writing instruction and research on readability will be discussed.