Concludes that the readability levels of textbooks can be done rapidly and accurately by computer. (RB)

Determines from empirical information on the application of four readability formulas to a group of widely used college economics textbooks that there is no consistency in the absolute reading levels or the rank orderings of these books. (AEA)

Presents guidelines for use in examining the comprehensibility of a textbook, questions to ask about the book, and suggestions for using the guide questions. (FL)

Describes the attempt of the General Studies and Education Division of Laramie County Community College, Wyoming, to provide interested faculty members with readability information about their textbooks. Notes that faculty became more aware of the factors making their textbooks difficult for students. (RS)

Reports a random sampling of the frequency and types of connectives used in content area textbooks. The results suggest that a knowledge of connectives fosters comprehension in reading and speaking. (TO)

Provides a checklist that considers "learnability" factors as well as "understandability" factors to use as an alternative to readability formulas. (MKM)

Provides guidelines for analyzing and evaluating textbooks based on their comprehensibility rather than their readability. (MKM)

Suggests caution in using readability formulas in determining how to use a textbook for instruction and suggests other factors to consider. (MKM)

Describes the Luiten, Ames, Bradley Readability Variation Method for estimating the variation within a text. Concludes that it is practical and relatively accurate. (HOD)

Argues that readability formulas accurately predict how easily a passage will be understood by considering sentence length and word difficulty. Claims that the misuse of readability formulas as writing guides is responsible for much of the criticism. Challenges the critics to come up with something better. (RS)

Provides a check list of evaluation criteria to supplement the SMOG readability formula in choosing new content area textbooks. (Author/KS)

Explains why applying a readability formula to a content text is not enough to determine whether a student can read and understand the book. (MKM)

Examines the practical side of readablility in the United Kingdom as well as some theoretical considerations focused on research on text difficulty, microcomputer prediction of difficulty, validity of cloze procedure, and the effect when students rewrite textbook prose. (HOD)

Discusses the difficulty of determining the readability of textual material. (MKM)