Islam va Pazhuheshhaye Tarbiyati

The readability of textbook texts and adherence to the principle of progression from simple to complex are among the fundamental components in the design and authorship of textbooks. The present study was conducted with the aim of assessing the degree of text readability and examining adherence to the simple-to-complex principle in Persian language and literature textbooks of the Afghan secondary level. The research method is descriptive and of the quantitative content analysis type, carried out using the Flesch and Laughlin readability formulas. The statistical population comprised the texts of Persian language and literature textbooks for grades seven, eight, and nine, and samples from the initial, middle, and final sections of each book were randomly selected and analyzed. Data were analyzed using descriptive statistical indices. The findings indicate that the readability level of the texts corresponds only to the age and educational level of ninth-grade students and is unsuitable for seventh and eighth grades. Moreover, the simple-to-complex principle has not been coherently observed in any of the books, whether in internal structure or in the relationship among grade levels, and in some cases the sequence of content has been arranged from complex to simple. The results of the study emphasize the necessity of scholarly revision in the authorship and organization of the content of Persian language and literature textbooks at the Afghan secondary level.