Uses content analysis and a descriptive technique to describe the attributes of the most prominent workbook items found in the workbooks of four basal reading series. (SR)

Reports on an analysis of the manner in which five basal reader series portray the handicapped. Concludes that much improvement is needed in the information and values about handicapping conditions that students receive in their textbooks. (FL)

Analysis of third-grade books in the New Macmillan Reading Program reveals that the books exceeded the publisher's designation of readability and did not progress in difficulty from easy to more difficult. Findings suggest the need for more complete and reliable information from publishers concerning textbook readability. (FL)

Examines workbooks designed to accompany primary grade basal readers to determine the incidence of new vocabulary words they contain. Found that, with one exception, the workbooks all contained at least 30 percent new words--words not introduced in previous levels or at the levels for which the workbooks were designed. (FL)

Applies the Canonical Story Grammar Model to a major beginning reader computer series. Analyzes the teaching manual and interviews the series' representative. Finds that the stories did not contain adequate story grammar. Notes weaknesses in the manual analysis and interviews. (RS)

Reveals that only three structures--confrontation, episodic, and plotless--accounted for 87 percent of the story selections in six basal reader series. (FL)

Analyzes the content of stories in several basal reading systems widely used in primary grade reading instruction, in terms of the relative frequency of main characters who are elderly, the quality of characterizations of elderly characters, the incidence of aging themes, and incidental references to aging or the elderly. Indicates few positive…

Reports that workbooks and worksheets of two first grade basal reader series included more extra words in the written directional statements of their worksheets than in their workbooks. Concludes that this practice may inhibit pupils' achievement of a lesson's objectives when such materials are used for independent work. (FL)