This article traces the development of the Dick and Jane texts, examining the dominent intellectual and economic considerations of their authors and publishers in order to demystify their transmission of values, beliefs, and meanings. (MT)

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)

In this interview, children's author and illustrator Tomie de Paola discusses children's books and reading instruction. (SJL)

Explores the possibilities for adapting the basal reader to the particular needs of the student or classroom as opposed to strict page by page study. (HTH)

Reviews Patrick Shannon's "Broken Promises: Reading Instruction in Twentieth Century America," which presents arguments to demonstrate that basal readers have led to a reversal of the roles of teacher and textbook in reading instruction. Relates the author's experiences in trying to help teachers turn away from basal readers. (RS)

Examines whether the use of basal reading programs results in the deskilling of teachers. Provides background information and states the deskilling argument. Scrutinizes the argument by posing four questions. Concludes that the simple cause/effect relationship suggested by the deskilling argument fails to credit teachers with the intelligence and…

Outlines the history of teaching manuals regarding lesson plans, vocabulary, teacher directions, primers, preprimers, prereaders, selections, supplementary materials, and multiethnic concerns. States that, although no manual can take the place of a well-prepared teacher, most provide suggestions and supplementary materials which can be valuable to…

Discusses the authors' research regarding the traditional prereading element designated by beginning reading programs as "setting a purpose for reading." (Author/DB)

Discusses the trend towards voluminous study guides with work sheets and drills for children's books, subjecting great literature to the practices of basal reading textbooks and discouraging children from reading. Urges teachers to trust the book to do its own teaching, and to learn to get out of the way. (SR)

It is an understatement to assert that American basal reading programs have come under considerable scrutiny. One of the central criticisms of these programs is that they result in the deskilling of teachers (relinquishing control over the goals, methods, materials, and evaluation of reading instruction to the basal reading materials). A critical…

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)

Basal reading, science, and social studies textbooks for elementary school students are too often stilted, boring, inaccurate, and/or confusing. If the children are to enjoy learning, textbook content and quality must be improved. (GC)

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

This interview with reading expert Jeanne Chall focuses on criticism by Bruno Bettelheim of basal readers and phonics for beginning readers. (GC)