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

Presents a checklist developed by the International Reading Association's Committee for Basic Education and Reading, which is designed to help teachers select materials to meet the special needs and interests of adult basic education learners and to make objective judgments based on a clear evaluation process. (MKM)

Describes textbook bias found in Canadian social studies textual materials prejudiced against the American Indian and lists 10 criteria to be used in evaluating texts. (HOD)

Presents criteria to help teachers choose textbooks for English-as-a-Second-Language (ESL) composition students, based on how well each text teaches users to write argumentative essays (a form foreign to many ESL students). Evaluates 14 textbooks using these criteria. (SR)

Offers a selected bibliography which provides, in the author's opinion, a solid foundation for teaching composition. (ARH)

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

Offers a number of suggestions that can aid teachers and schools in providing appropriate reading materials for students without encountering effective censorship from the community. (TO)

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)

Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)

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)

Describes a technique for training teachers to analyze textbooks that could be used either in teacher training classes or inservice workshops. (HOD)

Contributors offer a writing activity that can help students sharpen their awareness of how authors structure stories, and a scale that can serve as a guide to content area teachers for textbook selection. (HOD)