This paper examines visual and affective factors involved in the reading of foreign language texts. It draws on the results of a pilot study among students of post-compulsory school stage studying French in England. Through a detailed analysis of students' reactions to texts, it demonstrates that the use of "authentic" documents under…

A study examined 58 home economics education textbooks in terms of reading difficulty, writing style, and interest level for special population learners. The objective was to identify texts, using six different readability formulas that were significantly more difficult and provided educational obstacles to special populations in their preparation…

Reports on an analysis of seven tests in use for CSE Human Biology to determine the technical vocabulary to which pupils are exposed. Lists the frequency of occurrence of every term, outlines the scheme used for classifying terms, and presents a selected vocabulary of terms considered to be the most popular. (GS)

An evaluation of elementary social studies textbooks indicates that eight factors are making textbooks harder to read. These factors are: (1) the reading level of the book and/or the range of reading levels within it; (2) long sentences and/or too many concepts within a sentence or paragraph; (3) the use of vague terms, technical vocabulary, and…

Presents an evaluation of the Houghton Mifflin and Scott Foresman Reading Programs which reveals that stories in both of these series satisfy the requirements of a conventional story grammar. Suggests that such stories help children comprehend and remember the stories they process and serve as excellent models of narrative. (ARH)

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

Discusses categories for science textbook analysis under the headings of: Readability, Content, Presentation of Material, Mathematical Demands, Appearance, Quality of Illustrations, and Teacher Aids. An analysis form is appended as a guide for science teachers and administrators in their evaluation and selection of appropriate science textbooks.…

Author suggests criteria that can be weighted mathematically for computing comparable strengths and weaknesses in textbooks. (MB)

Provides five key questions teachers need to answer in order to determine whether a textbook can be used effectively in the classroom. (FL)

Pictorial humorous illustrations were found to have (1) no effects on information acquisition and on motivation, (2) positive effects on appeal, and (3) negative effects on persuasiveness. (PD)

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 the evaluations of U.S. history textbooks conducted by People for the American Way. Concludes that the higher-rated textbooks are useful only for college-bound students and the lower-ranked textbooks seem to be aimed at children with reading difficulties, thus pointing out some of the problems facing selection committees. (KO)

Examines the reading level and potential comprehension level of 10 fourth-grade science textbooks. Reports that there is a great deal of variability between and within the science texts. (YP)

The readability, interest level, and content of 18 current college textbooks on mainstreaming were assessed. Results revealed that readability and interest level were comparable among the texts. More variation was found in the contents of the texts. A table lists 16 topics and the degree to which each is covered in the textbooks. (DB)