An investigation of high interest-low vocabulary reading material for special needs students: a study of readability

The purpose of this study was to evaluate sixteen high interest-low vocabulary reading textbooks to determine the readability score of individual samples, the fully computed readability score of each textbook, and the reinforcement of the new vocabulary words. The readability scores were calculated by applying the Harris-Jacobson Wide Range Readability Formula. The reinforcements of the new vocabulary words were tabulated on the Work Sheet for Analysis of Instructional Materials Beyond Readability Scales Revised (Schindler, 1991).

These instruments of comprehensive evaluation indicated that high interest-low vocabulary reading textbooks generally provide a more accurate and stable readability level than regular reading textbooks. However, the reinforcement of new vocabulary words was inadequate in all texts evaluated. Because of the need of high interest-low vocabulary reading materials the results of this study have strong implications for teachers, teacher educators and publishers.