Completeness and Readability of 16 Learning Disabilities Introductory Texts

Abstract

Sixteen introductory texts on learning disabilities published since 1973 were subjected to content and readability analysis. The contents of the texts were analyzed to determine their inclusion of material relevant to the major content areas of an introductory class on learning disabilities. No text was found to cover all content areas, but most included a large number of these areas. Reading ease scores were computed using the formula developed by Flesch, and these ranged from the college level to the college graduate level.