The teacher needs to be well versed in the teaching of reading. There is content to read in each curriculum area regardless of the grade level taught. There also are clearly differentiated programs of instruction. Each is based on a selected psychological school of thought. Educators need to study and analyze each school of thought to see where it…

A study explored the nature of whole language as compared to the basal program for the years 1990-1991 and 1991-1992. The samples of pupils involved were from the eight elementary schools, housing grades kindergarten through grade five, in East Brunswick, New Jersey. The students have been instructed for many years in the basal approach. Since…

A study (replicating a similar 1977 study by S. Stotsky), examined whether current basal series teach prefixion clearly. Teacher's guides, student texts, and workbooks of nine popular basal reader series were examined to ascertain whether they offered a clear definition of the term "prefix" and whether that definition was reinforced by…

The Fry Readability Graph was used to determine the validity of the publisher's recommended grade usage for four reading series at the fourth, fifth, and sixth grade levels. Three samples were analyzed from each text, and these results were compared with the publisher's stated grade levels. The majority of the basals investigated had an average…

Describes a study using the Fry Readability Graph to determine the parameter values for average readability and the range of readability of basal readers. (JM)

Describes how the district committee of the West Des Moines Schools (Iowa) changed its reading program. Explains how the role of a basal was redefined, how trade books were incorporated, how the program encouraged independent reading, and how writing was given a major role in reading class. (JK)

Presents a question-and-answer dialogue in which the author thinks about the queries he received or wished that he had received during the past year. (JD)

Notes that children often fail to interpret metaphors correctly and that instruction in basal readers is not always helpful. Offers a strategy that shows students how to figure out metaphors on their own. (FL)

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)

This paper considers how the services of paraprofessionals might be used in teaching and learning situations, especially reading instruction. The paper points out that teachers need to observe each child and notice if modifications need to be made in teaching reading, a situation that becomes quite difficult for the regular teacher to determine…

Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Provides a guide for designing lessons for teaching content area reading in the elementary grades. (FL)

Reports that (1) the most common organizational pattern used by teachers for reading instruction is to divide the class into three subgroups and (2) students rarely move from one group to another. (FL)

A comparison of the difficulty in underlying structure of basal reading texts with the difficulty in surface structure raises questions on the validity of the Fry Readability Formula and other traditional readability formulas. (CJ)

Reports on an analysis of the manner in which five basal reader series portray the handicapped. Concludes that much improvement is needed in the information and values about handicapping conditions that students receive in their textbooks. (FL)