Abstract
The comprehensibility of textbooks is examined in the dual perspective of literary quality and reader perceptions of text structure. Literary quality is defined in terms of unity, coherence and emphasis. Reader perceptions are defined as 1) ideas readers see in text; 2) the perceived importance of each of those ideas; 3) perceived familiarity of each of those ideas; and 4) reader recall of ideas following a reading of the text. A nine‐step procedure Is suggested for analyzing comprehensibility in ways which go far beyond a standard readability approach. In part, these procedures derive from successful attempts to restructure text to Improve reader perceptions and recall.
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