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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1969
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED051241 |
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| _version_ | 1867181774427127808 |
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| author | Roe, Betty Joyce Daniel |
| author_facet | Roe, Betty Joyce Daniel Roe, Betty Joyce Daniel |
| collection | Education Resources Information Center |
| contents | Readability of Language Arts Textbooks. Roe, Betty Joyce Daniel Elementary School Curriculum Language Arts Readability Textbook Evaluation This study was designed to examine the readability levels of the fourth, fifth, and sixth grade textbooks of four of the most recent language arts textbook series. Readability scores were obtained for each textbook as a whole, for each chapter in each textbook, and for presentation of content and student exercises material within each textbook. The Powers, Sumner, and Kearl 1958 recalculation of the Dale-Chall readability formula was used to determine the readability levels. Fifty percent of the textbooks had been given appropriate grade placements by the publishers. Of the remaining 50 percent, 16.7 percent were too difficult, and 33.3 percent were too easy. Eight of the books had some sections that were too difficult for the assigned grade levels. All of the textbooks had language arts topics written on several grade levels. Three topics--speaking, social conventions, and book reviews--were consistently low in readability level; four topics--poetry, library skills, dictionary skills, and word building and vocabulary study--tended to be consistently high in readability level. Only one textbook progressed from easy to difficult reading, but two progressed from difficult to easy. In general, content material was more difficult than exercise material. (Author/DB) |
| format | Recurso educativo Open Access |
| id | eric_ED051241 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1969 |
| record_format | eric |
| spellingShingle | Readability of Language Arts Textbooks. Roe, Betty Joyce Daniel Elementary School Curriculum Language Arts Readability Textbook Evaluation Readability of Language Arts Textbooks. Roe, Betty Joyce Daniel Elementary School Curriculum Language Arts Readability Textbook Evaluation This study was designed to examine the readability levels of the fourth, fifth, and sixth grade textbooks of four of the most recent language arts textbook series. Readability scores were obtained for each textbook as a whole, for each chapter in each textbook, and for presentation of content and student exercises material within each textbook. The Powers, Sumner, and Kearl 1958 recalculation of the Dale-Chall readability formula was used to determine the readability levels. Fifty percent of the textbooks had been given appropriate grade placements by the publishers. Of the remaining 50 percent, 16.7 percent were too difficult, and 33.3 percent were too easy. Eight of the books had some sections that were too difficult for the assigned grade levels. All of the textbooks had language arts topics written on several grade levels. Three topics--speaking, social conventions, and book reviews--were consistently low in readability level; four topics--poetry, library skills, dictionary skills, and word building and vocabulary study--tended to be consistently high in readability level. Only one textbook progressed from easy to difficult reading, but two progressed from difficult to easy. In general, content material was more difficult than exercise material. (Author/DB) |
| title | Readability of Language Arts Textbooks. |
| topic | Elementary School Curriculum Language Arts Readability Textbook Evaluation |
| url | https://eric.ed.gov/?id=ED051241 |