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)

Presents a study whose results show that the writing of children contains features of their reading texts. (JL)

A humorous account of errors in existing basal readers and workbooks. (DD)

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…

Explains how children's literature (particularly illustrated tradebooks) makes its way into basal anthologies. Sets an implicit standard for reviewing and selecting such anthologies. (RS)

Compares selected authentic children's literature trade books with versions of them in 1993 basal readers from five textbook publishers across grade levels one, three, and five. Finds that publisher censorship still exists; important story elements are lost when illustrations are omitted; and readers miss important developments when only parts of…

Presents the book lists created by NCTE's Teachers' Choices project, which aimed to identify trade books that offer high potential for literary discovery and exploration within the regular reading program. Divides the books into three lists: primary, intermediate, and advanced. (SRT)

Second-grade students were divided into groups subjected to three programs namely, Direct Instruction, Open Court and literature based program, in order to determine the effectiveness of the three programs. The results indicated that the Open Court and Direct Instruction programs did not improve the children's reading.

Recounts efforts by the author and others to shift reading instruction from dependence on basals to the use of trade books and a greater range of choice for students in selecting reading materials. (HTH)

Explores several concepts relevant to instructional materials that emerged from seminars sponsored by the National Council of Teachers of English and the International Reading Association. Describes how basal readers--so prevalent in instruction--fall short of these concepts, and what can be done to improve instruction. (HTH)

Using the "top-down" view of reading as a communication act, this article describes how "stories within stories," stories with real and implied authors and narrators, create a very complex communication situation. (HTH)

Discusses problems related to using basal readers for reading instruction. Recommends actions for local administrators and policymakers. (MG)