Describes how basal readers manufacture reading failures among students from less-privileged economic and social backgrounds. Reviews the history of reading instruction in the United States. Calls for educators to speak out against reading practices that protect the privilege of the upper and upper-middle classes by encoding their values and…

Examines skills-based, interactionist, and whole language positions on literacy instruction, focusing on the issue of control. Discusses how these three approaches are reflected in both Canadian and American basals. Argues that students must be treated as active learners, adding a political and sociological dimension to the whole language…

Proposes a model of rationalization, reification, and alienation to explain teachers' reliance on commercial materials during their reading instruction. (AEA)

Reviews elementary school teachers' reliance on commercial reading materials and suggests, as an objective factor for their teacher behavior, their belief that greater managerial control over classroom instruction will solve the problems of reading programs. Traces the evolution of this assumption and discusses its ramifications. (FL)

Examines the role of commercial materials in reading instruction through analyses of expert opinion and of research on reading instruction. Reports a series of investigations concerning teachers' and administrators' conceptions of reading and reading instruction and offers a critical evaluation of recent writing on effective reading instruction.…

Observes primary grade teachers and students to determine if reduced class size alters the typical organization and procedures of reading programs. Discusses implications for schools and classrooms in terms of helping school personnel clarify their beliefs about reading and instruction and assisting them to act on their beliefs. (MG)