After discussing the ease of using the Fry Readability Graph, the author applies it to biology, chemistry, and physics texts, and lists the results. He warns that textbook authors and classroom teachers should be aware of the potential impact that the reading level of a text can have on students. (KC)

Computer programs were used to analyze the readability of 61 textbooks used in secondary trade and industrial education. The formulas proved relatively equal in identifying difficulty levels. High human interest scores seemed to correlate with lower-level texts. (SK)

Describes Fry's Readability Graph for determing the variations in difficulty throughout textbooks. (RB)

Suggests that the popular and simple readability formulas may not be accurate enough to predict the instructional materials best suited to the reading abilities of secondary school students. (FL)

Argues that health educators must learn to predict readability levels of textbooks to be sure that they are challenging and understandable to the student. Concludes that this can be accomplished through the use of readability formulas. (FL)

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)

Presents a study of United States History textbooks that identifies possible shortcomings of several readability formulas as tools in determining the appropriateness of reading materials. Suggests additional factors to consider when selecting textbooks and techniques to help students understand reading materials. (AEM)