Researchers have demonstrated a much-needed shift in pedagogical practices to incorporate literacy strategies. This dissertation provides additional empirical evidence to expand the body of research by utilizing a comparative readability analysis that examines the academic language of a popular calculus textbook. A sample from the published version of the text was compared to an edited sample prepared to run through the readability formula programs that included the removal of mathematical symbols, variables, equations, and figures. The results demonstrated that there is a significant difference between the assessed readability levels of the published (unedited) and edited texts. When focusing on the academic language of mathematics, the readability levels were drastically higher, providing evidence that mathematical pedagogy should take academic language and reading comprehension into account. Future studies are needed to further the research in teacher preparation programs and professional development courses on how academic language can be leveraged in teaching reading literacy skills in mathematics classrooms to further students' conceptual knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]