The Mannheim Rating (of teaching texts for German as a foreign language) is criticized from the standpoint of choice of texts considered and for vagueness of criteria. Several of the texts rated "good" are considered from the standpoint of criteria proposed by the writer. (IFS/WGA)

Criticizes the goals stated in the Mannheim Rating (of teaching texts for German as a foreign language) as being vaguely defined, and the criteria as being faultily formulated. Not considered are: text science, learning psychology, and psychology of motivation. Actual classroom teaching experience is insufficiently considered. (IFS/WGA)

Criticizes the Mannheim Ratings (of teaching texts for German as a foreign language) for judging texts for their intrinsic excellence alone, omitting considerations of acceptability to teachers and students. There is no clear statement of teaching goals. However, the ratings are considered valuable for the questions and problems they discuss.…

One of the collaborators on the Mannheim Rating (of teaching texts for German as a foreign language) answers criticisms (in particular, the assertion that the ratings are based on purely theoretical considerations) and criticism of the evaluation criteria. It is hoped that a new version will profit from the criticisms. (IFS/WGA)

Examines validity of claims made for the Mannheim Rating (of teaching texts for German as a foreign language), as well as its criteria for judging textbooks. The nonexistence of a comprehensive grammar of contemporary German makes it difficult to discuss grammar; therefore, some ratings are seen as too harsh. (IFS/WGA)

A discussion of second language reading instruction to develop language proficiency examines the concept of reading proficiency, the reading processes used by native speakers and language learners, the importance of top-down and bottom-up reading, activating predicting and projecting skills, the difference between reading at the peak of one's…