After discussing the ease of using the Fry Readability Graph, the author applies it to biology, chemistry, and physics texts, and lists the results. He warns that textbook authors and classroom teachers should be aware of the potential impact that the reading level of a text can have on students. (KC)

Suggests how teachers can make materials more comprehensible for students rather than relying on readability formulas for reading material selection. (AEA)

Offers suggestions on how to ask questions in a teacher/student reading conference, promote professional growth through the use of reading journals, produce a newspaper as a final examination, use modern music to teach reading and writing, and use content area textbooks to teach reading skills. (FL)