Examines biographies presented in five of the most popular basal reading series. Finds that the great majority of the biographical selections appeared in only one series. Concludes that there is no core of agreement about who receives biographical coverage in basals. (RS)

Finds that the most common type of figurative language in fourth- and sixth-grade basal readers is personification. Overall, the most commonly used figures of speech are: personification; animal, sense, and inanimate metaphors; and hyperbole. (FL)

Examines nine basal series to determine the number of stories featuring ethnic groups. Concludes that no one series offers more ethnic content than another. (FL)

Provides a brief synopsis of whole-language characteristics that could be germane to analyses of basal programs. Presents an assessment tool designed to assist teachers, administrators, and curriculum adoption teams in evaluating the degree to which commercial basal reader programs adhere to whole-language characteristics. (RS)

Discusses aversions toward the disabled that still prevail and reasons why they exist, surveys literature showing negative stereotypes of the disabled, and literature in which such characters are realistically portrayed, and presents criteria for selecting reading materials in which nonstereotyped characters are depicted. (FL)

Reports the results of a study to determine whether males and females in basal reading textbooks have the same treatment concerning personality traits and representation. (JM)

Finds evidence that the reading of content area materials is done less effectively than is the reading of basal readers or trade books, particularly at the lower grade levels. (FL)