A study was conducted to evaluate the level of difficulty of textbooks (French and Sciences) written in French for use with sixth grade students. A cloze test was administered to a sample of sixth grade students in two francophone districts in the province of New Brunswick, Canada, and the Henry readability formula was applied to the same texts. The results of the cloze test indicated that all the means of the class scores were lower than the criteria set, suggesting that the textbooks were too difficult for the students. The readability formula predicted that the texts would be too difficult. The results also indicated an equivalence between the cloze test and the readability formula. The findings suggest that school personnel can use these methods to evaluate the readability of French-language textbooks. (Author/FL)