Reports findings of a study that examined the extent to which the variability observed in reading levels of common junior high textbooks was also present in four popular high school social studies texts. (FL)

Examines if the reading levels of state-adopted science textbooks at the high-school level are consistent with their intended reader levels. Finds that four of five chemistry textbooks had reading levels beyond high school, while biology textbooks fared better but not as well as the physics and physical science textbooks, which were on grade level…

Offers a worksheet for evaluating the readability of content area textbooks. (RL)

Reports substantial discrepancies between publishers' estimates and independent estimates of the readability of secondary school-level language arts textbooks. (FL)

Offers an overview of "people first language," language which aims to create a positive view of people with disabilities in place of insensitive portrayals that stereotype and discriminate. Presents results of a readability analysis of such language, and suggests ways such terminology can be integrated into middle and high schools. (SR)

Offers an analogy between passing a written driving test and actually driving a vehicle, and evaluating textbooks by the number of syllables in words and by sentence length and the students' ability to actually read the textbook. Provides an open textbook inventory to evaluate how well students interact with the book. (JC)

Describes six ways to adapt textbooks for studying purposes: chapter outlines, adapting chapter questions, adapting vocabulary, lowering reading levels, taping textbooks, and color coding textbooks. (HOD)

Article outlined steps designed to help the teacher arrive at a more realistic indication of the ability of each student to handle basic instructional materials. (Author/RK)

Author suggests criteria that can be weighted mathematically for computing comparable strengths and weaknesses in textbooks. (MB)

High school students were tested on their ability to follow directions written by content area teachers. Poor readers understood the directions only about half the time, which probably confounds their performance on classroom tests and assignments. Ways that teachers can make their instructions easier to read are suggested. (SJL)

Suggests that those who evaluate textbooks for adoption in schools use a framework such as the one included, which examines writing style, tone, analogies and illustrations, sentence and paragraph coherence, headings and subheadings, and location of charts, graphs, and figures. (JC)