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Textbook Assessment
Erin Edmonds
READ 472
Dr. Katie Dredger, James Madison University

Textbook Assessment
The textbook Civics in Practice: Principles of Government and Economics was
purchased by Staunton City Public Schools for use in seventh grade Civics and Economics
classrooms. Holt McDougal published it in 2011, in partnership with the Center for Civic
Education.
I. Readability
Page
Number

91
231
507

FleschKincaid
Reading
Ease
43
61.9
75.8

Average
Grade
Level

Syllable
Count

Word
Count

Sentence
Count

Words per
Sentence

12.3
9.7
8.1

192
161
144

107
105
108

9
7
6

11.9
15.0
18.0

Figure 1

Readability measures how easy a text can be read. For this specific measurement, I used a
random number generator online to choose a page number from the textbook. I then typed in a
word sample into a readability generator, and gathered results. The formulas that this online tool
used are the Flesch Reading Ease formula, as well as the Flesch-Kincaid average grade level.
The Flesch Reading Ease formula uses average sentence length and average number of syllables
to input in an equation, and generates a number from 0-100. The higher the number, the easier
the text is to read. For example, the sample of text from page 507 is at a higher number, and thus
easier to read than the text on page 91. Generally, scores between 60.0 and 70.0 are considered
easily understood by 8th and 9th graders. The grade level formula uses the same basic concepts,
but the results correlate to a US grade level. This formula instead emphasizes sentence length
over word length.

Not all of what makes a text readable can be measured by readability formulas. These
mathematical equations cannot measure comprehension or student abilities. Readability formulas
are predictions of reading ease, but not a measure of comprehension. They measure the difficulty
of words, and the difficulty of sentences. The words are measured against a frequency list or
their length in characters and syllables, and sentences are measured for average length. This
leads to the assumption that longer sentences are more difficult than short ones, and longer words
and words that are not high frequency words are also more difficult. According to Cheryl
Stephens, some may argue difficult text often contains difficult words because it discusses
abstract ideas while easy text uses common words because it discusses concrete experiences. In
terms of using readability to assess textbooks, readability must be considered only one measure
of the surface characteristics. Other qualitative factors, such as vocabulary, composition, and
sentence structure, must also be considered in order to correctly assess a text.
The readability scores of this textbook indicate a range of reading ease and grade level.
The results show that some sections of the book are much more difficult than others, as page 91
has a grade level of high school, and page 507 correlates with middle school. What seems to
make the levels higher on page 91 is the high syllable count, meaning the section has longer
words. When going back and looking at this page in comparison with the others, it seems this
section is high in new vocabulary, while the others focus on ideas that are common and include
more high frequency words. Overall, the differences in readability scores and the average grade
level are not that vast. Some sections of the text that are more abstract and not frequently
discussed will score higher on a readability text than others. However, for middle school
students, this change in levels can make sections of text difficult for ELL students, or students
with low literacy levels. Academically gifted students may not notice this discrepancy, but it

must be accounted for in the classroom. Those using this textbook must realize that some
sections of the text may be more difficult than others, and that supplemental materials or
instruction must be used along with the text.
II. Evaluation
Content
At the beginning of the textbook the Virginia Curriculum Framework for civics and
economics is listed in its entirety. Each standard is listed, followed by essential understandings,
questions, and skills. Further, these SOLs are listed at the beginning of each chapter, and then
referred to by number at the beginning of each section. Thus, the content is directly connected to
the standards. I think this is both a good and bad thing. It is helpful for teachers to see exactly
where the curriculum standards are used, but it also encourages teaching to the test. I do not
think that students need to have these standards in their textbook. It would be great in the
teachers edition, but it may imply that those standards are the only content students should
learn, which is simply not true. In terms of current content, this textbook does a pretty good job
of having the latest information. This is due to its publication date of only 4 years ago. It features
information on our latest President, Barack Obama and even
mentions some relatively current events that are still important
in the Project Citizen sections. Connections are made between
the past and today through trends and media. These connections
are still relevant, as many examples are still around today like
the TV show Malcolm in the Middle shown in Figure 2.

Figure 2

Vocabulary has a large focus in this textbook. There are two types of vocabulary:
academic and chapter terms. The academic vocabulary is underlined and emboldened within the
text, with a short definition in the margin. It is vocabulary that is not referring to specific content,
but instead defines more difficult and less frequent words. The chapter terms are highlighted
within the text and immediately defined, as well as defined again in the glossary. I really love
this distinction between the two, as this is a great help to struggling readers! However, I do feel
that all should be listed in the glossary. Both the academic vocabulary and the chapter terms are
listed at the beginning of each chapter, along with the page number on which they are found. The
definitions are clearly listed after the term, and are generally
simple and easy to read. Overall, I felt there was a good balance
between depth and breadth. The textbook covers all of the SOLs
on the subject, and also elaborates using current events,
examples, images to explain, and sections like Quick Facts
and Focus On. I felt that the book gave an overview of all the
information necessary, while also providing tools to explore
Figure 3

further. For example, the inclusion of the Project Citizen insert

from the Center for Civic Education, as seen in Figure 3, in

which real life application of content is discussed is essential to not only student understanding
but also student engagement.
Format
Each unit begins with a cover page graphic and overview of the chapters within the unit.
This layout is also evident at the beginning of each chapter, with a large photo and short outline
of the sections within the chapter. After the cover page, there is a section on Reading Skills,

featuring skills like using context clues and

chronological order. Each chapter has around 3-4
sections, and there is a review at the end of each
chapter as well as smaller reviews at the end of
each section. I thought it was great that there are
so many opportunities for student assessment, and
that these assessments were not all the same. One

Figure 4

part of the chapter review that I found very interactive and interesting is the visual summary.
This is a small visual that sums up one main idea from the chapter, as seen in Figure 4. The units
and chapters are set up in such a way that students are able to easily move through the sections,
as well as find certain sections or chapters. There are introductions to the main ideas of the
chapter, as well as why that idea and content is important to students lives. I think this is crucial
for a Civics and Economics textbook because this subject is a huge feature of all students lives.
The overall layout of the chapters is easy to follow. There are many small subtitles within the
text, so students are aware when a new subject is being taught. The extra graphics and
photographs are clearly separated from the content text with borders and different fonts.
This textbook is overflowing with graphic aids and illustrations. I noticed that there are
graphics ranging from photographs to graphs and political cartoons. The use of visuals is
generally connected to the content, but there are many side graphics and ideas that relate to the
content but further the content by applying it to real life situations. These graphics implore
students to get involved it their community, as well as to use the skills they are learning
throughout the book. I feel that these extra graphics are generally helpful for students, but I feel
students may pay more attention to them than the content. While they use the content to apply

ideas to the real world and promote the ideals of citizenship, I feel that they may better serve
students if they were on pages away from the content. I feel that the content could be better
supported by images and graphics relating directly to the information. This could help many
students with low literacy levels or ELL students to understand the information.
Utility
The reviews and activities at the end of each section and chapter have many great
attributes. They each ask students to not only recall basic information, but also to explain,
analyze, evaluate, and make inferences. The questions ask students to truly apply the information
instead of memorizing it. The activities promote literacy by asking students to read other sources
as well as apply student learning to writing and drawing. Reading skills, writing skills, and
higher order thinking skills are all being applied within these sections.
In terms of resources for teachers to use this book, there is truly no need for a teachers
manual as this text is full of great ideas and extra sources. First, the connection of the SOLs to
each section helps teachers to ensure all standards are being covered. These standards should not
be placed in the student books, but instead only in the teachers, as I mentioned earlier. However,
if there were no teachers manual this would be a useful tool. Also,
there is an entire practice SOL test at the beginning of the book. While
this is great to practice for standardized testing, once again I feel that it
should not be present in the student textbook, as students should not
focus on learning for this test. Next, there is an entire section based on
How to Make This Book Work For You, as seen in Figure 5. Both
students and teachers can get the full use of the book by using this

Figure 5

resource. While I feel that students may not pay much attention to this section, teachers can use it
to understand how the book works, which is very helpful.

Another great resource for teachers and student is the special features within the book.
First, the inserts from the Center for Civic Education are those that apply the information to real
life situations throughout the book. There is also a world almanac, criminal justice handbook,
and a personal finance handbook. I feel that these tools are extremely useful for teachers to use in
the classroom. However, the placement of these tools is in the middle of the book, which can be
very confusing for students. I feel that these would be better placed at the beginning or end of the
book in order to make clear that they are an extra resource for students and teachers. Another
resource included within the chapters is the full Constitution and Constitutional Amendments.
This can be used in many ways in the classroom, as a primary source and learning tool.
However, sections of these texts have been crossed out to show
what is no longer in force or applied, as seen in Figure 6. I felt that
this was a bit distracting for students. I think this could be
implemented instead by discussing these after the full source is
written. I understand why it is generally done like this, but I feel
that these are things that distract and take away from the material.
Finally, the references in the back of the book include historical

Figure 6

documents, Supreme Court cases, an atlas, glossary, and index. I

felt that this went above and beyond what most textbooks do, for many other sources are
provided for students to explore and teachers to utilize. The glossary is in both English and
Spanish, which is a great resource for ELL students, but can be negative in that there are many
students who speak languages other than Spanish. The index is very extensive, and has a great
key to denote photos, amps, and graphics from text.
Style

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Overall, I found the style of this textbook to be extremely engaging and organized. The
multiple graphics, use of color, and organized borders made the visual layout very pleasing. I
found that there are generally two types of text within this book. First, the text connecting to
student lives and additional ideas, and second, the content text that makes up the majority of the
textbook. The first of the two is extremely lively and interesting to read, as well as easy to
understand. I think this is because it is so connected to the real world, and it is asking multiple
questions and proposing new ideas. The content text, however, is not as engaging. It is simply
providing information. While I did not feel it was horribly boring, I also did not feel that it was
as engaging as it should be. I felt that the syntax was very repetitive. The same ways of
introducing new vocabulary are used throughout the book. Certain phrases like, as you have
learned and there are many ways to are repeated in multiple sections. The writing is very
clear, but lacks different forms.
III. Evaluation Summary
Strengths
The biggest strengths for this text are its connections to student lives and multiple
resources for development of skills and exploration of the subject. This textbook encourages
students to learn even more about the subject by added all of this extra information. Not only will
this resource be important for teachers to use, students have the opportunity to discover it by
themselves. Also, the strong connections to student lives give added meaning to the text. It
transforms a dull textbook into an exciting experience. Specific skills resources are located
throughout the text to help students get the most out of the text. These skills are all important to
not only reading, but also writing and drawing. These skills activities promote literacy. Overall,

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the book succeeds in giving teachers, along with students, examples of connections and ideas to
strengthen their own bonds to citizenship.
Weaknesses
One big weakness in this text is its focus on standards. While these standards are helpful
for teachers to use as a guideline, students should be steered away from focusing on the
standards and more towards the interactive connections in the text. Another weakness is in
simple organization of the added resources. The random placement of some in the middle of the
book, and some at the end can be confusing for students to understand the content and how to
read the book. Also, the use of graphics within the book is confusing. There are some graphics
that relate directly to the content, and others that are supplemental. While I feel these
supplemental graphics and texts are important, there seem to be more of them than those that
only connect to the text. This deprives students who need these concrete connections to content.
IV. Trade Books
Jacobs, T. (2011). What are my rights?: Q & A about teens and the law (Rev. & updated 3rd
ed.). Minneapolis, MN: Free Spirit Pub.
The grade level equivalency for this text is 6th grade and up, with a Lexile measurement
of 1110L. The book focuses on real life questions that preteens and teen have about the
law and where they stand within it. The third edition book features many updated facts,
and even addresses current online issues that students may face, such as Facebook and
file sharing. Examples are drawn from real life court cases, and readers are able to learn
more about how laws affect them. I think this book is extremely useful as a trade book

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because it, like the textbook, connects well to students lives. Students will have the
opportunity to explore the subject of laws and how they specifically affect them.

Scieszka, J., & Smith, L. (n.d.). The true story of the 3 little pigs. Puffin.
The True Story of the 3 Little Pigs is meant for grades K-3 with a Lexile measurement of
570L. It is a childrens picture book that changes the classic story of the 3 little pigs by
focusing on the perspective of the Big Bad Wolf. I feel that this supplemental book is
perfect for a civics classroom because it focuses on the idea that a person is innocent until
proven guilty. The twisting of perspective will force students to think outside of the box. I
think this book is perfect for a short and fun hook activity on the court system. It
complements the content that the textbook has displayed by creating student engagement
and excitement.
Murley, L., & Wilson, A. (2012). The distribution of goods and services. New York: Rosen
Central.
This book explores more deeply the details of the supply chain. It is meant for students in
6-8th grade, and focuses on specifically the distribution of goods and services. It begins
with the origins of goods and services, and concludes with their final use by consumers.
The path of distribution is described in depth and in straightforward language. Overall,
this book can be used in the classroom to supplement the study of economics. This
subject is extremely difficult for some students, and this supplemental book with further
student understanding. The textbook does a good job of touching on this subject, but I
feel that students need more experience with the subject. This trade book will help
students to further apply the knowledge to their real life.

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Travis, C. (n.d.). Constitution Translated for Kids: A sentence-by-sentence, article-by-article

interpretation of the Constitution in simple language. Ovation Books.
This trade book is supplemental to the crossed-out version located in the textbook. It is a
simpler version, which pairs a non-ideological translation beside the entire U.S.
Constitution. This text is great in that it explains the concepts behind the complex
Constitution in an easy-to-understand, kid translation. This text is written at a 5th grade
level, but can truly be used to teach students of all ages. This text will assist students who
have difficulty with the confusing language, and form a baseline in understanding the
Constitution.
Warner, J. (2008). So you want to be President?: Find out if you have the ego, bankroll, and
moral "flexibility" to become the most powerful person in the world. Cincinnati, Ohio:
TOW Books.
In relating to connection to the text, this interesting trade book engages students in testing
themselves on if they have the skills to be president. Each chapter of the book presents a
test of challenge to students to see if they have what it takes to be president. I liked this
trade book because we generally teach students the two basic requirements to be
president, in that he or she must be 35 years of age and a natural born citizen. However, it
seems the textbook and general Civics classes lack the exploration of what the underlying
requirements might be. While this trade book is geared toward a higher grade level of 910th grade, I feel that it can still be used in the middle school classroom as long as it is
presented correctly, and used as an exploration tool for who has what it means to be the
President of the United States.

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V. References
Alvermann, D., & Phelps, S. (2010). Content area reading and literacy: Succeeding in today's
diverse classroom (7th ed.). Boston, Mass.: Allyn & Bacon.
The Flesch Reading Ease Readability Formula. (n.d.). Retrieved November 10, 2015, from
http://www.readabilityformulas.com/flesch-reading-ease-readability-formula.php

Massing,G.(2011).CivicsinPractice:PrinciplesofGovernmentandEconomics.Holt
McDougal.

True Random Number Service. (n.d.). Retrieved November 10, 2015.

Readability-Score.com - Free Online Readability Calculator - Flesch Kincaid, Gunning Fog and
more ... (n.d.). Retrieved November 10, 2015, from https://readability-score.com/

Stephens, C. (2014, October 1). All About Readability.