Gives a list of guidelines for reading specialists to use in evaluating content area textbooks. (MKM)

Indicates that the Rix modification of the Lix Readability Formula is easy to calculate, correlates highly with other popular formulas, and is useful for materials for grades 3 through 12. (AEA)

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

Responds to the challenge of textbook censors that content is critical to the process of value formation by presenting other determinants: the theme of the text, the values of the reader as related to that theme, and the teaching strategies implemented. (AEA)

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)

Lists ten common flaws found in reading workbooks, kits, and other materials and provides examples of each drawn from specific commercially-prepared materials. (TO)

Reviews 25 college reading skills textbooks for their context skills presentations. Provides six suggestions for revising the instruction of contextual skills to college students. (RS)

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)

Asserts that students should be encouraged to be risk takers and derive their own meaning from expository text. Discusses the impact of several reading strategies on the reading attitudes and classroom performance of college-level developmental readers. (PRA)

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)

Presents a rating scale that pinpoints linguistic areas where second-language learners have special difficulty. (AEA)

Validates the college-level designation of the Fry Graph using comparative validity data. (AEA)

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)