Types of writings found in the early levels of basal reading programs: Preprimers through second grade readers

1984 ◽  
Vol 34 (1) ◽  
pp. 241-255 ◽  
Author(s):  
James Flood ◽  
Diane Lapp ◽  
Sharon Flood
Keyword(s):  
Reading Programs ◽  
Second Grade ◽  
Basal Reading

Variability in Age and Experience among Blind Students Using Basal Reading Materials

1980 ◽  
Vol 74 (4) ◽  
pp. 147-150
Author(s):  
Hilda Caton ◽  
Earl Rankin
Keyword(s):  
Grade Level ◽  
Reading Programs ◽  
Chronological Age ◽  
Basal Reading ◽  
Basal Reader ◽  
Significant Variability ◽  
Grade Levels ◽  
Reading Materials ◽  
Blind Children ◽  
Blind Students

This study was designed to identify various problems encountered by children who read braille and use conventional basal reading programs transcribed into that medium. It was hoped that this information could be used to improve methods of teaching blind children to read and to help design more suitable reading materials for them. The results showed educationally significant variability in chronological age, years in school and grade level for blind children using basal reader materials designed for sighted readers at specific grade levels.

scholarly journals Fluency-Oriented Reading Instruction

2005 ◽  
Vol 37 (1) ◽  
pp. 25-60 ◽  
Author(s):  
Steven A. Stahl ◽  
Kathleen M. Heubach
Keyword(s):  
Reading Instruction ◽  
Program Implementation ◽  
Grade Level ◽  
Repeated Reading ◽  
Reading Program ◽  
Second Grade ◽  
Basal Reading ◽  
Home Reading ◽  
Instructional Level ◽  
Teachers Attitudes

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

Variability in Text Features in Six Grade 1 Basal Reading Programs

2004 ◽  
Vol 8 (2) ◽  
pp. 167-197 ◽  
Author(s):  
Barbara R. Foorman ◽  
David J. Francis ◽  
Kevin C. Davidson ◽  
Michael W. Harm ◽  
Jennifer Griffin
Keyword(s):  
Reading Programs ◽  
Basal Reading ◽  
Text Features

Literacy Instruction for Mainstreamed Students

1994 ◽  
Vol 15 (1) ◽  
pp. 14-20 ◽  
Author(s):  
Jeanne Shay Schumm ◽  
Sharon Vaughn ◽  
Diane Haager ◽  
Janette Kettmann Klingner
Keyword(s):  
General Education ◽  
Literacy Instruction ◽  
General Education Teachers ◽  
Special Education Students ◽  
Reading Programs ◽  
Fifth Grade ◽  
Education Students ◽  
Basal Reading ◽  
Analysis Instrument ◽  
Group Interviews

In this study we investigated six widely used basal reading programs for suggestions for literacy instruction for mainstreamed special education students (MSE). The kindergarten, first-, third-, and fifth-grade materials were analyzed for each of the six basal reading programs selected. A basal analysis instrument, based on a literature review and focus-group interviews, was designed to record teaching suggestions for mse students. Only two of the basal reading programs included suggestions directed to the needs of mse students, and their suggestions were few. Discussion focuses on the need to provide general education teachers with teachers' manuals and professional development opportunities that offer explicit suggestions for meeting the needs of mse students in general education classrooms.

scholarly journals An Analysis of Decoding, Comprehension, and Story Text Comprehensibility in Four First-Grade Reading Programs

1987 ◽  
Vol 19 (1) ◽  
pp. 69-98 ◽  
Author(s):  
Linda A. Meyer ◽  
Eunice A. Greer ◽  
Lorraine Crummey
Keyword(s):  
First Grade ◽  
Reading Programs ◽  
Instructional Approaches ◽  
Basal Reading ◽  
Reading Mastery ◽  
Synthetic Phonics

This study focuses on the instructional approaches to decoding and comprehension in the first-grade basal reading programs published by Harcourt Brace Jovanovich (1983), Houghton Mifflin (1979), Ginn (1976) (analytical phonics, meaning-emphasis programs), and S.R.A. Reading Mastery (1983) (a synthetic phonics, code-emphasis program). In addition, analyses were completed on the comprehensibility of matched and selected stories from each of the four programs. Results reveal that with the exception of consonant sound instruction and text-tied comprehension interactions, the programs vary considerably. Results of the analysis of comprehensibility show similar differences between programs.

Analyzing Beginning Reading Programs

1999 ◽  
Vol 20 (5) ◽  
pp. 275-287 ◽  
Author(s):  
Marcy Stein ◽  
Barbara Johnson ◽  
Linda Gutlohn
Keyword(s):  
Reading Instruction ◽  
Strong Relationship ◽  
First Grade ◽  
Beginning Reading ◽  
Reading Programs ◽  
Curriculum Materials ◽  
Phonics Instruction ◽  
Basal Reading ◽  
Systematic Analysis ◽  
Beginning Reading Instruction

This article bridges the gap between research and practice in beginning reading instruction by applying research-based evaluation criteria in a systematic analysis of recently published curriculum materials. Through a review of research on beginning reading instruction, the authors derived two instructional features characteristic of effective reading programs: explicit phonics instruction and a strong relationship between that phonics instruction and the words of the text selections in student reading materials. This article describes a curriculum analysis of several commercially published first-grade basal reading programs, which reveals significant discrepancies between the instructional strategies supported by the literature and the strategies endorsed by many basal reading programs; cautions are included. The authors conclude with recommendations for educators involved in evaluating, selecting, and modifying beginning reading curriculum materials.

Comparative Study to Identify High-Frequency Words in Printed Materials

1983 ◽  
Vol 57 (3) ◽  
pp. 807-810 ◽  
Author(s):  
Dennis J. Kear ◽  
Marsha A. Gladhart
Keyword(s):  
Comparative Study ◽  
High Frequency ◽  
Second Grade ◽  
Sight Reading ◽  
Basal Reading ◽  
Frequency Word ◽  
High Frequency Word ◽  
Grade Levels ◽  
Word Lists ◽  
Printed Materials

This study examined (1) the percentage of agreement between high-frequency word lists used for developing sight reading vocabularies and (2) whether a list of words common to a majority of six high-frequency word lists accounts for a high percentage of the words found in the preprimer through second grade levels of five popular basal reading series. Six high-frequency word lists used to develop the reading sight vocabularies of beginning readers were selected. Of the 501 different words contained on these six word lists 202 words appeared on four or more of the lists. These 202 words accounted for 63.7% to 75.6% of the total words used in the preprimer through the second grade levels of five popular basal reading series.

Sign in / Sign up

Export Citation Format

Share Document