Textual Characteristics and Reading Skills Development in Grades 7 and 8 English Textbooks

Minyashal Alemayehu; Alemu  Hailu

doi:10.71514/jssal/2026.242

Authors

Minyashal Alemayehu Department of Foreign Language and Literature Addis Ababa University, Ethiopia https://orcid.org/0009-0002-3729-8085
Alemu Hailu Department of Foreign Language and Literature Addis Ababa University, Ethiopia

DOI:

https://doi.org/10.71514/jssal/2026.242

Keywords:

English textbooks , reading skills , text types, vocabulary levels, sentence types, contextual clues

Abstract

This study investigates how the textual characteristics of grades 7 and 8 English textbooks contribute to the enhancement of reading skills. It utilizes a descriptive quantitative evaluative content analysis approach. A sample of 20 reading texts, composed of 10 from each grade, was selected through purposive sampling techniques. Content analysis was employed to gather data about text types, sentence types, vocabulary tiers, and contextual clues. The results reveal the grade 7 textbooks employ expository, descriptive, persuasive and conversational texts while the grade 8 textbook uses expository, narrative and poetic texts. The analysis of the results indicates expository texts are prevalent (70%) in grade 7 and 80% in grade 8. The texts feature a higher usage of complex sentences at 48.43% and simple sentences at 54.92% whereas compound (6.17% and, 4.78%) and compound-complex sentences (6.16% and 4.8%) are minimally present in grades 7 and 8, respectively. The textbooks have an average sentence length of 18.38 (grade 7) and 17.01 words (grade 8) for their reading texts. Additionally, the textbooks demonstrate a broader vocabulary with Tier1showing 42.55 and 56.75, while Tier 2 had 31.91 and 27.02, and Tier 3 recorded 25.53 and 16.21. Furthermore, contextual clues such as definitions are prevalent at 36.36% and 30.5%, with examples contributing 27.27% and 20% in grades 7 and 8, respectively. The study concludes that the textbooks use of diverse text types, sentence structures, vocabulary tiers and contextual clues that support reading skills development among students. Finally, recommendations are provided for designing a more comprehensive and engaging literacy curriculum.

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