Indicates that for the most part, the vocabulary in workbook exercises at the third through sixth grade levels lacks adequate control and questions the practice of allowing students to complete the exercises independently of teacher assistance. (FL)

Analysis of third-grade books in the New Macmillan Reading Program reveals that the books exceeded the publisher's designation of readability and did not progress in difficulty from easy to more difficult. Findings suggest the need for more complete and reliable information from publishers concerning textbook readability. (FL)

Investigates the vocabulary and readability of 50 commonly used application forms. Lists the 100 most frequently used words on those forms and suggests that this list be a beginning point in reading instruction. (FL)

Concludes that there is a need for a broader-based compensatory reading program at the college freshman and sophomore levels. (FL)

Reports that introductory textbooks about special education used at the college level differ in readability and that the cloze procedure can be used as an objective measure to use in selecting these textbooks. (FL)

Explains how education majors try to learn to recognize thought unit sentences (ThUS's) and to gauge their difficulty. Shows examples of simple writing and discusses the task of writing ThUS's to match style and level of author. Gives a rationale for doing a readability analysis in this way. (FL)