Criticizes a study of the reliability and validity of curriculum-based reading inventories by L. S. Fuchs, D. Fuchs, and S. L. Deno and raises questions regarding the study's internal and external validity. (AEA)

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

Doubts the ability of formulas to predict readability and questions their use as aids in writing readable prose. Points out that formulas also hamper the teaching of business writing because they emphasize written products instead of the writing process. (PD)

To elicit student interest, teachers must search out works that have manageable sentences, vocabulary, accessible plots, characters, dialogue, and relate to the current cultural values of their students. (CRH)

Presents a study of United States History textbooks that identifies possible shortcomings of several readability formulas as tools in determining the appropriateness of reading materials. Suggests additional factors to consider when selecting textbooks and techniques to help students understand reading materials. (AEM)

Intended to help teachers both improve students' text comprehension and better understand the teaching-learning process involved, this book focuses on comprehension and concept development as the central core of an effective educational program. The book's five sections deal with teaching explicit comprehension skills, precomprehension and…