Commentary: Basal Reading Programs and the Deskilling of Teachers: A Critical Examination of the Argument

1992 ◽  
Vol 27 (4) ◽  
pp. 390 ◽  
Author(s):  
James F. Baumann
Keyword(s):  
Reading Programs ◽  
Critical Examination ◽  
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.

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.

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
Sign in / Sign up

Export Citation Format

Share Document