Around the fourth grade reading to learn becomes learning to read because students need to read and understand content area textbooks that include charts, graphs, and special vocabulary (Forsten, Grant, & Hollas, 2003). Providing information is the primary purpose of content area textbooks (Anderson, & Armbruster, 1984). In schools, 75-90 percent of instructional content and activities are determined by these books (Chambliss & Calfee, 1998). As textbooks are heavily used in content areas, teachers would like to select the best books that maximize students’ learning. According to Rice and Rice (1982), serving as a member of a textbook selection committee can be viewed as one of the most significant…

Around the fourth grade reading to learn becomes learning to read because students need to read and understand content area textbooks that include charts, graphs, and special vocabulary (Forsten, Grant, & Hollas, 2003). Providing information is the primary purpose of content area textbooks (Anderson, & Armbruster, 1984). In schools, 75-90 percent of instructional content and activities are determined by these books (Chambliss & Calfee, 1998). As textbooks are heavily used in content areas, teachers would like to select the best books that maximize students’ learning. According to Rice and Rice (1982), serving as a member of a textbook selection committee can be viewed as one of the most significant…