Revisiting the Readability of K–8 Science Textbooks: Publishers' Failures and Implications for Classroom Teachers

This study revisited readability for the top two science textbook series purchased and on the Texas state science textbook adoption list, a prime source for curriculum decisions throughout the United States. In spite of prior research suggesting publishers make changes, the authors found that texts...

Full description

Saved in:
Bibliographic Details
Published inThe Delta Kappa Gamma bulletin Vol. 89; no. 5; pp. 26 - 34
Main Authors Szabo, Susan, Sinclair, Becky Barton, Long, Christopher, Naizer, Gilbert
Format Journal Article
LanguageEnglish
Published Austin Delta Kappa Gamma Society International 01.01.2023
Subjects
Classrooms
Core curriculum
Critical thinking
Grade 4
Learning
Publishing industry
Readability
Readability Formulas
Reading
Reading Materials
Science education
Science teachers
Students
Teachers
Textbooks
United States > US
Texas
Online AccessGet full text

Cover

More Information
Summary:This study revisited readability for the top two science textbook series purchased and on the Texas state science textbook adoption list, a prime source for curriculum decisions throughout the United States. In spite of prior research suggesting publishers make changes, the authors found that texts at all grade levels except for Grade 8 are still written two to three levels above appropriate reading level. They discuss repercussions for students, textbook publishers, and classroom teachers.
ISSN:0011-8044
2169-5326