AN ANALYSIS OF MIDDLE SCHOOL GEOGRAPHY TEXTBOOKS: IMPLICATIONS FOR STUDENTS WITH LEARNING PROBLEMS

Abstract

This study evaluated four middle school geography textbooks to examine readability levels, knowledge forms, intellectual operations, instructional objectives, and activities associated with before-, during-, and after-phases of instruction. Results varied within and across textbooks; however, the texts were found to be generally inconsiderate of poor readers and to be dense with factual information. Implications of findings for practitioners meeting the diverse needs of students with learning problems are discussed .

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