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)

Results are presented from 339 respondents to a poll surveying teacher opinions of basal readers. Questions deal with strengths and weaknesses of basal readers, use of workbooks, school district requirements, and teacher's manuals. Results are presented.

Today's most competitive basal programs make use of a variety of good children's literature and provide an organized sequential plan for teaching reading. General suggestions are provided for using a basal series as the core of a holistic program. (IAH)

Researchers from the Center for the Study of Reading at the University of Illinois assert that inadequate reading textbooks and the failure to teach reading comprehension in the primary grades contribute to reading comprehension problems in the upper grades. Shortcomings of textbooks are specified and methods for teaching reading comprehension are…

A third-grade teacher's account of her struggle to determine the most appropriate methods for teaching reading skills includes grouping techniques, methods for creating interest in reading among the students, techniques for diagnosing reading levels, and a fifth dimensional approach to teaching beginning reading. (JN)