Breaking the Basal-Reader Lock Step

1961 ◽  
Vol 61 (5) ◽  
pp. 269-276
Author(s):  
Russell G. Stauffer
Keyword(s):  
Basal Reader

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 The Same but Different: Making Meaning from Modified Texts with Cross-cultural Themes

2017 ◽  
Vol 19 (2) ◽  
pp. 82
Author(s):  
Cynthia B. Leung ◽  
Susan V. Bennett ◽  
AnnMarie Alberton Gunn
Keyword(s):  
Cross Cultural ◽  
Group Discussions ◽  
Reader Response Theory ◽  
Basal Reader ◽  
Fifth Grade Students ◽  
Cultural Themes ◽  
Information Group ◽  
Field Notes ◽  
Cultural Responses ◽  
Constant Comparative Analysis

Reader response theory provides the framework for the present study that explored literary elements and cultural responses of fifth-grade students to two modified versions of a cross-cultural text, Homesick: My Own Story by Jean Fritz. One group of students read the first chapter of the book and another group read a modified basal reader version that had deleted cultural information. Group discussions of the texts were videotaped and transcribed. Through constant comparative analysis of field notes and transcripts, two themes emerged: (a) personal interest and connections to stories and (b) cultural implications and misinterpretations.

Influences on Basal Reader Programs

1987 ◽  
Vol 87 (3) ◽  
pp. 331-341 ◽  
Author(s):  
Dolores Durkin
Keyword(s):  
Basal Reader

Changes in Basal Reader Content: Has Anyone Been Listening?

1978 ◽  
Vol 78 (5) ◽  
pp. 305-312 ◽  
Author(s):  
Diane W. Kyle
Keyword(s):  
Basal Reader

scholarly journals A Qualitative Analysis of Oral Reading Errors of Reflective and Impulsive Second Graders: A Follow-Up Study

1975 ◽  
Vol 7 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Joyce Hood ◽  
Janet Ross Kendall
Keyword(s):  
Reading Instruction ◽  
Oral Reading ◽  
Second Graders ◽  
Second Grade ◽  
Basal Reader ◽  
Reading Errors ◽  
Extreme Groups ◽  
Matching Familiar Figures Test ◽  
Midwestern City

This study investigates differences between reflective (REF) and impulsive (IMP) second-graders in number and category of oral reading errors and their correction. Kagan's Matching Familiar Figures test (MFF) was employed in selecting extreme groups of 25 REF and 25 IMP Ss from all 166 second-graders in one midwestern city using the same second-grade basal reader for reading instruction. The Ss' oral reading and their answers to questions over two stories (of second- and third-grade readability levels) were audio-tape-recorded. Five scorers were trained to code the oral reading errors. The scores for each error category were based on the combined stories, and were means of the errors coded by the five scorers. Reliabilities of error scores ranged from .84 to .99. Results indicate: (a) more REF than IMP Ss with low error scores but insignificant differences in mean number of errors, (b) proportionately more graphically similar errors for REF than for IMP Ss but no significant differences in any other category, (c) more corrections by REF Ss overall and within the categories of graphically dissimilar errors and errors appropriate to the preceding but not the following context, (d) no significant differences between REF and IMP Ss in number of repetitions, rate of reading, nor in comprehension scores.

An affective comparison of whole language, literature‐based, and basal reader literacy instruction

1998 ◽  
Vol 38 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Diane M. Bottomley ◽  
Diane M. Truscott ◽  
Barbara A. Marinak ◽  
William A. Henk ◽  
Steven A. Melnick
Keyword(s):  
Literacy Instruction ◽  
Whole Language ◽  
Basal Reader ◽  
Language Literature

THE INSTRUCTIONAL COHERENCE OF READING LESSONS IN SEVEN BASAL READER SERIES

1987 ◽  
Vol 8 (1) ◽  
pp. 33-44 ◽  
Author(s):  
D. Ray Reutzel ◽  
Delva Daines
Keyword(s):  
Basal Reader ◽  
Instructional Coherence

A Comparison of Basal Reader Language and the Oral Language of Beginning First Grade Children

1979 ◽  
Vol 73 (1) ◽  
pp. 12-15 ◽  
Author(s):  
R. Timothy Rush ◽  
Alden J. Moe ◽  
John C. Manning
Keyword(s):  
Oral Language ◽  
First Grade ◽  
Basal Reader
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