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

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)

Presents ERIC documents that examine what goes into the textbook selection process, the outside influences on book selection, and some criteria that are used in the selection of books. (MKM)