Readability, Interest, and Coverage of 24 Introductory Special Education Textbooks

Abstract

Twenty-four survey textbooks in special education published from 1974 through 1982 were analyzed with the Flesch formulae to determine levels of readability and human interest. These figures were compared with those found in a similar study dealing with books published from 1970 to 1975. Subject coverage and organization were also analyzed. The researchers conclude that while survey texts are dull and difficult, they are complete in subject coverage. Topics such as severe/profound handicaps, multiple handicaps, early childhood handicaps, and culturally different handicapped children, however, received scant coverage in most books. Some evidence was found that difficulty levels may be somewhat lower today than in 1976. Some books lack adequate author and subject indices and glossaries.