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

Presents a readability formula suitable for passages from 40 to 99 words (provided they contain at least 3 sentences). (RS)

Discusses a study designed to explore teachers' attitudes toward text selection, focusing on text characteristics and reasons for a particular selection. (AEA)

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)

Shows how a number of readability measures developed in English were applied to a textbook written in Hindi. Emphasizes that the more recent approaches to readability that focus on syntax, conceptual difficulty, and organization are a teacher's best help in selecting materials for students. (SR)

Offers suggestions on how to ask questions in a teacher/student reading conference, promote professional growth through the use of reading journals, produce a newspaper as a final examination, use modern music to teach reading and writing, and use content area textbooks to teach reading skills. (FL)