Textual Problems and Instructional Solutions: Strategies for Enhancing Learning From Published History Textbooks

Teachers and students with and without disabilities often struggle to use history textbooks effectively. The purpose of this article is to explore current concerns (e.g., text structure, readability) regarding history textbooks and provide recommendations for modifying instruction to improve students' acquisition of history knowledge. Adaptations in content and presentation are reported, followed by a discussion of integrating content area reading with writing.