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

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)

Even when the readability levels of content passages are equal, cloze shows some content areas make easier reading. (RB)

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)

Considers some strategies for helping secondary content area teachers find effective ways to teach their students specific techniques for handling the materials they have to read. (MKM)

Reports a random sampling of the frequency and types of connectives used in content area textbooks. The results suggest that a knowledge of connectives fosters comprehension in reading and speaking. (TO)

Shows that students can be made aware of their "illusion of knowing" text material by having them read a three-paragraph factual passage with a carefully inserted phrase near the end which contradicts the main point of the passage. Notes that few students recognized the contradiction and that discussion afterward raised awareness of the…

Analyzes instructional materials according to five criteria: readability, concept load, background information, organization, and format and style. (MB)

Suggests using readability formulas, a skills inventory, an introspective report, and diagnostic approaches based on models of comprehension as informal evaluations of students' content reading ability. (MKM)

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

Discusses the history of high interest-low vocabulary books, from their appearance in 1925 to implications for their future use. (MKM)

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