Abstract
Recently, the Joint Council on Economic Education initiated a comprehensive analysis and evaluation of the economics content in elementary and secondary level social studies textbooks. Economists and educators were asked to examine the economics content in the elementary and secondary level textbooks and the usefulness of the proposed teaching strategies. Such an appraisal is particularly important because of the role and status given to the textbook by most classroom teachers; in many classrooms, the textbook is the only source of material for student study. The results of the elementary appraisal are summarized in Economics in Social Studies Textbooks: An Evaluation of the Economics and the Teaching Strategies in Social Studies Textbooks, Elementary Grades (1-6). One question not covered by the appraisal was: How readable are elementary social studies textbooks? To answer this question, five elementary social studies textbooks (grades 2-6 were selected and analyzed by appropriate readability formulas to evaluate their reading level. The textbooks were selected from those listed in connection with the Joint Council on Economic Education's appraisal, with a text chosen from a different series for each of the five grade levels studied.1 Results of the evaluation were as follows:
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