Teacher Education, Educational Leadership & Policy ETDs

Publication Date

1-15-1975

Abstract

The purpose of this study was (1) to use two techniques to compare readability level of intermediate grade social studies textbooks and developmental reading textbooks, and (2) to provide educators and publishers with information into the demands that these textbooks make upon the student’s ability to read.

The books from nine publishers who are listed on the State Adopted Textbooks list under both social studies and reading areas; five publishers who deal exclusively with social studies; and five publishers who deal exclusively with reading were included in this study. Only publications listed for the elementary grades of four, five, and six were considered.

A total of 80 textbooks were reviewed and evaluated with the Fry readability graph and the Dale-Chall readability formula. Some 63 per cent of the reading books were found to have a readability level commensurate with or greater than their grade level designation when the Fry instrument was used; 78 per cent with the Dale-Chall formula. Ninety-five per cent of the social studies books under scrutiny were at or above designated grade level when the Fry readability scores were used; 93 per cent were at or above grade level with the Dale-Chall formula scores.

Considering the normal range of reading ability that exists withing the typical elementary classroom, this study implies that the textbooks for a given grade level may be appropriate for a very limited number of students in that grade. For New Mexico, the number of students served by a textbooks designated for the particular grade level may be even less than the general school population.

Among the fourth grade children surveyed in New Mexico through the U.S. Commission on Civil Rights, some 25 per cent of the Anglo students, 48 per cent of the Mexican-American students, and 52 per cent of the Indian students were reading below grade level. Furthermore, reading achievement levels became progressively worse for all groups as they reached higher grades.

Scores were grouped for the purpose of statistical analysis and three hypotheses were teted for the difference between: (1) readability scores of reading and social studies books, (2) social studies books of the same grade level designation, and (3) reading and social studies books published by the same company for the same grade level. A series of t tests was done with alpha at .05.

For Hypothesis I: There was a significant difference between reading and social studies texts at fourth, fifth, and sixth with Fry scores. Dale-Chall scores were significant at sixth grade only.

For Hypothesis II: There was no significant difference with either formula at any grade level.

For Hypothesis III: There was a significant difference between reading and social studies books at fifth and sixth grades with Fry and Dale-Chall scores.

In general, non-technical sense, social studies books require a higher level of reading ability than developmental reading books. There is no real difference in the reading difficulty of social studies books at the same grade level even though they are published by various companies.

Document Type

Dissertation

Language

English

Degree Name

Elementary Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Miles Vernon Zintz

Second Committee Member

Peggy Janice Blackwell

Third Committee Member

Richard D. Van Dongen

Fourth Committee Member

Ignacio Ruben Cordova

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