Readabililty Estimates of Content Area Textbooks Used by Students Mainstreamed into Secondary Classrooms
Abstract
Content areatextbooks playamajorrole inthe curriculumin public schools. Atthe secondary level, assignments based on content area textbooks are foremost among teacher expectations. From the average of three widely used formulas - the Flesch Index) the FOG Index, and the Dale-Chall Readability Formula - this study determined the readability level of passages, directions, and questions for textbooks commonly used in 7th- and 10th-grade English, science, social studies, and mathematics classes. It was found that, compared to their intended grade level, the 7th-grade textbooks tended to be written at a higher grade level, while the 10th-grade textbooks generally were written at a comparatively lower level. In terms ofsubject matter, the readability level ofsocial studies textbooks was generally the highest among the four content areas. Finally, textbook passages were written at a higher readability level than questions and directions. The implications ofthese findings are discussed, particularly as they relate to mainstreamed students with learning disabilities.
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