Abstract
Textbooks are the most predominant instructional medium used in America today. Recent research indicates that the issue of textbook readability is complex, extending beyond traditional text evaluation based on readability formulas. In this study, 10 eighth-grade texts were evaluated with respect to factors such as global coherence, local coherence, questioning techniques, and vocabulary development. Results are discussed in terms of instructional implications.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 472-491 |
| Number of pages | 20 |
| Journal | The Journal of Special Education |
| Volume | 25 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jan 1992 |
| Externally published | Yes |
ASJC Scopus subject areas
- Education
- Rehabilitation