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Harker, W. John – Journal of Reading, 1977
Analyzes instructional materials according to five criteria: readability, concept load, background information, organization, and format and style. (MB)
Descriptors: Content Analysis, Content Area Reading, Elementary Secondary Education, Instructional Materials
White, Robert; Jordan, William – 1987
A readability study for the Albuquerque Technical-Vocational Institute (T-VI) was undertaken to provide information regarding the reading ability required to complete training and to function in entry-level jobs. Readability formulas were applied to materials used in training and on the job. In addition, students were tested for level of reading,…
Descriptors: Cloze Procedure, Content Analysis, Content Area Reading, Entry Workers

Hill, Walter R.; Erwin, Robin W. – Reading Psychology, 1984
Results do not support the contention of textbook publishers, presidential commissions, and some educators that the reading difficulty level of English, science, or social studies textbooks has eased considerably in recent years. (FL)
Descriptors: Content Analysis, Content Area Reading, Elementary Secondary Education, Junior High Schools
Crismore, Avon – 1983
Written authorial commentary, or metadiscourse, in social studies texts helps students anticipate context, goals, text organization, and author perspective, and results in texts that readers find interesting and easy to remember. An analysis of informational and attitudinal metadiscourse instances in nine social studies textbooks and nine…
Descriptors: Comparative Analysis, Content Analysis, Content Area Reading, Elementary Secondary Education
Anderson, Thomas H.; And Others – 1980
Two representative samples of expository prose from sixth grade textbooks (one in science and one in social studies) were analyzed for clarity of explanation. Four text criteria were applied to the analyses: structure, unity, coherence, and audience appropriateness. The results of the analysis suggested that many children's textbooks are not…
Descriptors: Content Analysis, Content Area Reading, Elementary Education, Grade 6

Cohen, S. Alan; Steinberg, Joan E. – Reading Research Quarterly, 1983
Concludes that it is necessary to consider text frequency and standard frequency index and to discriminate technical words from technical support and nontechnical words to obtain a reliable indication of a science text's readability. (AEA)
Descriptors: Content Analysis, Content Area Reading, Elementary Education, Intermediate Grades

Osborne, Donald L.; Barnes, Michael – Reading Improvement, 1979
Concludes that there is a need for a broader-based compensatory reading program at the college freshman and sophomore levels. (FL)
Descriptors: Compensatory Education, Content Analysis, Content Area Reading, Higher Education
Meyer, Linda A.; And Others – 1986
A study examined the general content and characteristics of elementary science textbooks and compared selected text segments from several content domains across publishers. The Merrill and Silver-Burdette science programs for grades 1-5 and one level of both the Holt and McGraw-Hill programs were evaluated. Results indicated substantial…
Descriptors: Comparative Analysis, Content Analysis, Content Area Reading, Elementary Education
Armbruster, Bonnie B.; Anderson, Thomas H. – 1981
Focusing on what authors can do to facilitate learning from content area textbooks, this report labels authors as "considerate," providing text that readers can understand with a minimum of cognitive effort, or as "inconsiderate," creating text that requires a conscientious, highly skilled effort if readers are to comprehend…
Descriptors: Authors, Check Lists, Cognitive Processes, Coherence
Graveel, John G.; Fribourg, Henry A. – Journal of Agronomic Education, 1987
Reported is a study designed to determine whether reading grade level (RGL) assessment techniques used for elementary and secondary education textbooks would discriminate among plant and soil science textbooks. The study was to select the RGL indices suited to quantify the readability of these sources, and to identify the factors affecting…
Descriptors: Agronomy, College Science, Content Analysis, Content Area Reading
Gionfriddo, Jeanne Jarema – 1985
Three readability formulas were applied to chapters from six textbooks to determine (1) if there was a significant difference in readability of three consecutive textbook editions of a seventh grade and of an eighth grade text over a 12-year period (1968-1980), and (2) whether eighth grade students would perform equally to the same content from a…
Descriptors: Comparative Analysis, Content Analysis, Content Area Reading, Grade 7