Laments the past misuse and misunderstanding of phonics. Introduces the term "new phonics" to describe the sophisticated, research-based phonics being used in the basal reading scheme, "Language in Action." (JL)

A method for introducing hearing impaired preschoolers to a core basal reading series is described. Steps begin with having students react to pictures of their own experiences and express the plots of stories in language. (CL)

A method for teaching sight words to elementary level learning disabled children is proposed which relies on input organization, a strategy in which teachers reorganize information into small, related units for instruction. Also included are sample word categories, results of the method's use, and recommendations for use. (DB)

The author offers suggestions for adapting basal reading series to the needs of students. Among recommendations offered are using workbook pages selectively, changing presentation orders, making one's own worksheets, and increasing the students' actual reading time. (CL)

Offers guidelines for evaluating basal reading series when two series are to be adopted. (HTH)

Suggests that by modifying the manner in which workbook pages are presented to students, teachers can increase their effectiveness as teaching tools. (FL)

Presents a research-based system for developing lesson plans to be used with any basal series. (DD)

Provides the administrator with guidelines for use in evaluating teachers' implementations of basal reader programs. (HOD)

The "whole language" approach to reading instruction integrates, rather than fragments, the reading process. Ways teachers can take reponsibility for their students' literacy by modifying or even putting aside basal readers are suggested. (MT)

Criticisms of basal readers are addressed. Improvements to basal readers in 1986 and 1987 are listed. Teachers are urged to be selective when using basal readers. (MT)

Discusses the problems of overusing workbooks, dittos, and basal assessment tests in beginning reading instruction. Proposes alternatives. (FL)

Suggests seven value clarification exercises based on situations in basal reading series in which characters could have acted, thought, or felt differently. (MKM)

Notes that children often fail to interpret metaphors correctly and that instruction in basal readers is not always helpful. Offers a strategy that shows students how to figure out metaphors on their own. (FL)

Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Designed to assess the cognitive requirement expected or implied in beginning reading materials and in their instructional suggestions and to determine whether these materials are appropriate to the cognitive development of the children who will use them, this instrument is for use by evaluators with the first reader in a basal series. It directs…