“…First, to investigate students' preference for textbook adaptations and perceptions of teachers' use of adaptations across two grade groupings: middle school and high school. For purposes of this investigation, textbook adaptation was broadly defined as any instructional accommodation used to facilitate reading of textbook material (for review, see Schumm & Strickler, 1991). This includes actual changes to the textbook (e.g., abridging textbook content), teaching strategies (e.g., preteaching vocabulary), learning strategies that promote independence in textbook reading (e.g., SQ3R), and grouping practices (e.g., student pairing).…”