ABSTRACT
Our topic is the quality of writing in textbooks and its impact on learning. The chapter is divided into four sections. The first and second sections review the evidence for two empirically based conclusions about the impact of text quality on learning; the third describes how a theory of learning from text can be applied to rewriting text; and the fourth projects future practice and research in text quality. Our findings and conclusions are as follows:
Rewriting existing textbooks can result in improved learning.
Judges can accurately select texts from which students will learn the most.
We illustrate how Kintsch's theory of reading (Kintsch & van Dijk, 1978) can be applied to rewriting text in order to improve learning.
We describe implications of this research and theory for textbook selectors, publishers, and researchers.
