Reviews a line of research in which the readability of basal reader stories is assessed through a comparison of traditional and story grammar-based indices. Presents implications for the measurement of readability and the preparation of basal reader stories. (FL)

Reports two investigations, one related to the readability of certain basal readers and the other related to teacher knowledge of varying levels of readability of textbooks.

Analyzes five basal readers and 10 adolescent novels to determine the occurrence of three types of language styles or registers: formal, informal, and technical/special. Concludes that the basal readers contained examples of all three types of registers while the novels contained relatively few examples of technical/special language. (FL)

Offers a definition for "prefix," contrasts the definition with those found in several reading series, discusses the pedagogical relevance of this definition with reference to problems found in these reading series, and indicates reasons for reevaluating conclusions drawn from previous research on the teaching of word analysis skills. (Author/TJ)

Analyzes two basals designed for use by remedial readers for their literature content and for their portrayal of reading attitudes. Concludes that both series make some attempt to portray attitudes toward reading and that both used informational selections more than other types of literature. (FL)

A study of 46 first-grade children to determine how basal instructed and language experience instructed children would differ in their use of written language cues revealed no significant differences between the two groups in their use of these cues. (TJ)

Content analysis of two reading series intended for remedial students indicates that (1) neither provides a balance of types of literature; (2) both claim to be interested in the attitudes and interests of readers, but that's not evident in text selections; and (3) both portrayed the usefulness of reading most often as a reading-related theme. (FL)

Concludes that elementary school students had difficulty understanding main ideas of social studies passages and were significantly less skilled at this task than at completing main idea workshops. Suggests that the worksheet approach to social studies is insufficient and that direct instruction using textbooks is needed. (FL)

Discusses a study that compared the use of interpretive dramatics activities to basal reader workbooks for developing the comprehension skills of recognition and recall of details, sequencing of events, and generalizing the main idea. (JM)