科普作品主要做為科學論文與大眾文化間的橋樑，用淺白的言辭闡述科學立論，令大眾容易領會。科普書圖文並茂，然而並非全為兒童出版，即使以兒童為對象，因為學童之閱讀能力與科學知識差異大，無法閱讀相同程度的書籍。教師若能配合學習單元，推薦適當的科普延伸讀物，相信更能引起學童探索科學的好奇心。國外為兒童出版的英文書籍，常可在圖書封底看到分級標示，供讀者選書參考。近來我國發展之文本可讀性指標自動化分析系統（CRIE），亦可為中文圖書分級。本研究探討配合國小課程單元，由教師分級推薦之科普書，與CRIE系統的讀本可讀性分析是否有差異，及其產生差異的原因為何。

Popular scientific reading books, as the bridge between scientific academic research and general public’s knowledge capital, could raise scientific literacy and facilitate comprehension for general public. Popular scientific reading books could attract children to read because of vivid exhibition of text and illustrating graphs. However, some scientific reading books are still too difficult for children to read since they are not designed for children particularly in Taiwan and reading capacity among children are heterogeneous. One promising education strategy is to recommend more scientific reading books corresponding to textbook lessons, which could raise children’s interest in exploring science and further reading. In US, Lexile framework for reading has been developed and applied for English books to assist in more efficient and objective text leveling. For recent years, Chinese Readability Index Explorer (CRIE) has been developed for Chinese text. The main research question here is, for Chinese scientific reading books, whether there are differences in text leveling between system’s (CRIE) and experts’ identification. In our research, we invite teacher librarians to recommend popular scientific reading books, identify the grade levels, and assign these books to corresponding textbook lessons. We not only discuss the principles and criteria of experts’ leveling, compare the different results between CRIE and experts’ opinions, but also investigate the reasons behind these differences.