The Fry Readability Graph was used to determine the validity of the publisher's recommended grade usage for four reading series at the fourth, fifth, and sixth grade levels. Three samples were analyzed from each text, and these results were compared with the publisher's stated grade levels. The majority of the basals investigated had an average…

Finds that teaching textbooks are becoming more complex and difficult, and less interesting. A procedure is suggested for measuring these qualities in a textbook, based on the "Reading Ease" and "Human Interest" indices of R. Flesh, in Volume 6 of his work "The Good Companion". Two samples from texts are appended. (IFS/WGA)

Compares nine basic reporting texts with regard to such items as chapter length, presence or absence of a glossary, reading ease, human interest, and treatment of sexism in language. (GW)

The purpose of this study was to test the validity of the Fry Readability Graph on an eighth grade social studies textbook. It was found to be a valid measure by using an achievement test, and by comparing between groups of students who should and should not have comprehended the test. For journal availability, see SO 505 690. (Author/JR)

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)

Description of the method and results of a study that evaluated introductory psychology textbooks according to their human interest and readability. It updates a previous study. (ND)

Anonymous criticism of a reading consultant's readability analysis of the authors' introductory psychology textbook. (ND)

Evaluates 24 introductory college textbooks in human and regional geography in light of their presentation of traditional approaches and contemporary research themes and assesses their reading level. Findings show that many approaches to introducing knowledge are used, information presented lags behind current research, and reading levels are…

To show that in their elementary school years, American students read many pages of inconsiderate text, a segment from a sixth grade social studies textbook is analyzed. Criteria used to determine considerateness are structure, coherence, unity, and audience appropriateness. (RM)

Offers a worksheet for evaluating the readability of content area textbooks. (RL)

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)

Investigates whether readability is a key criterion for college and university professors in selecting textbooks. Finds that many selected textbooks are at too high a level for the students. Suggests that students have a difficult time learning when the text is even slightly above their level. (PRA)

Eight college listening texts were selected and evaluated by the following criteria: organization, supporting material, and readability. Text organization was assessed by preface material, table of contents, index, and references. Text supporting material was evaluated by the use of hard data, soft data, visual aids, and bibliographies. Text…

Designed to assess the cognitive requirement expected or implied in beginning reading materials and in their instructional suggestions and to determine whether these materials are appropriate to the cognitive development of the children who will use them, this instrument is for use by evaluators with the first reader in a basal series. It directs…

This paper suggests that teachers concentrate on the ideational and structural properties of text rather than on information acquired from readability formulas when selecting and using texts. Emphasis is given to the importance of context in the analysis of text, and a framework is suggested for examining the text considering the functions texts…