Bader's Textbook Analysis Chart

EDUC 556
Book Title
Publisher
Grade Level
Content Area

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+ Excellent (Evident Throughout)

Average (Evident Somewhat)
- Poor (Not Evident)
Comments

Linguistic Factors:
___Generally appropriate to intended grade
level(s) according to _________ formula

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___Linguistic patterns suitable to most

populations and fit intended level(s)

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___Vocabulary choice and control suitable

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___New vocabulary highlighted, italicized,

in boldface, or underlined

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___New vocabulary defined in context

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___New vocabulary defined in margin

guides, glossary, beginning or end of chapter

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Conceptual Factors:
___Conceptual level generally appropriate
to intended grade level(s)

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___Concepts presented deductively

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___Concepts presented inductively

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___Major ideas are highlighted, italicized,

in boldface type, or underlined

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___Appropriate assumptions made regarding

prior level of concepts

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___Sufficient development of new concepts

through examples, illustrations, analogies,
redundancy

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___No evidence of sexual, racial, economic,

cultural, or political bias

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+ Excellent (Evident Throughout)

Average (Evident Somewhat)
- Poor (Not Evident)

Comments
Organizational Factors:
___Units, chapters, table of contents, index
present clear, logical development of subject

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___Chapters of instructional segments

contain headings and subheadings that
aid comprehension of subject

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___Introductory, definitional, illustrative,

summary paragraphs/sections used as
necessary

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___Topic sentences of paragraphs clearly

identifiable or easily inferred

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___Each chapter/section/unit contains a

well-written summary and/or review

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Writing Style:
___Ideas are expressed clearly and directly

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___Word choice is appropriate

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___Tone and manner of expression are

appealing to intended readers

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___Mechanics are correct

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Learning Aids:
___Questions/tasks appropriate to conceptual
development of intended age/grade level(s)

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___Questions/tasks span levels of reasoning:

literal, interpretive, critical, values clarification,
problem-solving

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___Questions/tasks can be used as reading guides

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___Suitable supplementary readings suggested

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___Clear, convenient to use

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___Helpful ideas for conceptual development

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+ Excellent (Evident Throughout)

Average (Evident Somewhat)
- Poor (Not Evident)

Comments
___Alternative instructional suggestions given
for poor readers, slow-learning students,
advanced students

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___Contains objectives, management plans,

evaluation guidelines, tests of satisfactory quality

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___Supplementary aids available

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Binding/Printing/Format/Illustration:
___Size of book is appropriate

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___Cover, binding, and paper are appropriate

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___Typeface is appropriate

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___Format is appropriate

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___Pictures, charts, graphs are appealing

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___Illustrations aid comprehension of text

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___Illustrations are free from sexual, social,

cultural bias

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Summary:
___+ ___ ___- Totals
The strengths are:

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The weaknesses are:

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As a teacher, I will need to:

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