This paper suggests that teachers concentrate on the ideational and structural properties of text rather than on information acquired from readability formulas when selecting and using texts. Emphasis is given to the importance of context in the analysis of text, and a framework is suggested for examining the text considering the functions texts…

Argues that the original Degrees of Reading Power (DRP) test scores indicated large mismatches between the average difficulty of the textbooks used in each grade and the average ability of students in that grade. Presents a rescaling procedure to provide new, valid DRP test scores and grade equivalent scores for selecting instructional materials.…

Methodological problems have plagued evaluation researchers in their attempt to provide data for making decisions about selection of curricula and instructional materials. This report describes how two methodological problems were handled to assist a city school district derive meaningful data and apply findings to the selection of a basal reading…

It has been customary to simplify texts to increase their readability for young readers. Recent studies suggest that it is the predictability of texts that is the key to their readability and that simplification may actually create problems for the reader. (RBW)

Shows that a wide variety of textbook characteristics play a role in influencing teachers' selection process, and that some of these interact with teacher characteristics. (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)

Three basal reading series, levels kindergarten through grade three, were studied to categorize the types of literature each contained. The following series were analyzed: "The Headway Program" (Open Court Publishing Company), "Series r Macmillan Reading," and "Basics in Reading" (Scott, Foresman and Company). It was…

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…

Reviews results of a survey of reading/study skills texts for college developmental reading courses. Offers survey-based recommendations for selection of texts. (FL)

To determine how textbook publishers have changed the content of teachers' manuals designed to accompany basal reading series, a study was undertaken to examine manuals published by two different publishers since the l920s. Ten fifth grade manuals were reviewed for physical characteristics, tests, number of stories, instructional suggestions,…

A guide for teachers selecting reading textbooks, this report brings together information about basal programs on the market and clarification of important issues in reading instruction. A general analysis of 20 basal programs includes a prose explication and a table comparing contents (skills), reading selections, methodology, assessment tests,…

A determination of the reading grade placement levels (GPLs) and final course grades of community college students in relationship to the GPLs of their assigned social science textbooks was the focus of a study at Citrus Community College (Florida). Dale-Chall readability placement levels were calculated for eight textbooks used in 19 classes of…