Textbook Characteristics That Support or Thwart Comprehension: An Evaluation of Social Studies Texts

• In Event: Roundtable Session 50
  In Roundtable Session: Research in Reading and Literacy SIG Roundtable 2: Reading and Writing

Abstract

Many middle school students struggle with reading comprehension despite early instructional efforts in elementary grades to improve student reading achievement. Further, middle school content classes require students to read and understand complex textbooks. Researchers have identified many challenges associated with textbooks; however, textbooks are constantly evolving and the extent to which newer textbooks have addressed some of these challenges is unclear. The purpose of the current study was to extend the previous literature by systematically evaluate the text characteristics that support or thwart reading comprehension of social studies textbooks. Specifically, 14 current editions of middle school social studies textbooks from four major publishers were selected for the analysis. Implications for future research and instruction will be discussed.

Authors

• Sheri Berkeley, George Mason University

• Peggy King-Sears, George Mason University

• Jessica Vilbas, George Mason University

• Sarah Conklin, George Mason University