Reports from research and the larger educational community demonstrate that too many students have limited ability to comprehend texts. The research reported here involved a two-year study in which standardized comprehension instruction for representations of two major approaches was designed and implemented. The effectiveness of the two…

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…

Takes issue with E. Fry's widely accepted claim that the average readability of a book is ascertainable on the basis of only three samples; reports that numerous samples were needed to estimate readability means of 36 basal workbooks. (MKM)

Examines, in four Texas districts, changes in teacher practices related to adoption of the new literature-based basal programs. Surveys over 250 teachers statewide; focuses on 14 teachers in depth. Finds (1) teachers changed practices from year one to year two; (2) teachers' epistemological orientations determined how they responded to changes in…

A study was conducted to assess the differences in beginning second-grade students' recalls after reading a story with a well-formed structure and after reading a story with little structure. Results indicated the importance of providing children with reading selections that conform to their expectations for well-structured stories. (HOD)

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

Examines the historical, political, and research roots which have shifted reading instruction from being basal dominated to more literature driven. Argues the future of children's literature in reading instruction depends on exploiting the potential of online and electronic texts, fine-tuning genres of literature, and constructing theories of why…

Analyzes eight leading basal reading programs to determine the types of writing included in each and the array of writing types used in three standardized reading tests included in the programs. (FL)

Reports on a study designed to determine the effects of preteaching vocabulary of differing levels of importance to a text using two different methods of instruction on children's comprehension of basal stories. Concludes that, in general, the results supported the growing evidence for the "direct effect" of instruction on children's text…

Examines the validity of oral reading accuracy and comprehension as indicators of difficulty for functionally illiterate adults and the feasibility of using four less commonly measured variables as additional indicators of difficulty. Indicates that accuracy and comprehension are valid indicators of difficulty. Rate and miscue quality are strong…

Reports the results of a study that examined the technical adequacy of three selected informal reading inventory procedures. (AEA)

Examines the role of various word features (versatile letter combinations) and basal text factors (word repetitions) in the developing word recognition skills of 93 first-grade students. Indicates that the text to which children are exposed early in first grade may differentially shape their word identification strategies. (HOD)

Indicates that adding large amounts of supportive information to basal reader stories increased children's story understanding and enhanced their interest in the stories, but had no effect on reading rate or the amount of important information included in story retellings. (FL)

Reports results of measuring children's comprehension of basal reader stories that had been revised based on notions of the role of prior knowledge in comprehension and the establishment of key story content. (AEA)

Compares two groups of primary-grade classrooms differing in their instructional approach to beginning reading to assess the relationship between learning activities, cognitive ability, and reading skill. (HOD)