Describes a reading program that uses a combination of basal readers to teach beginning reading. (RB)

When a formula for assessing the language stimulation value of pictures was applied to several basal readers, the results indicated that most of the pictures were of low potency or stimulation potential. (MKM)

The three main purposes for this study were (1) to determine what phonic generalizations were being taught in grade 1 in four of the leading basal reading series; (2) to determine the degree of utility of each generalization within the framework of the grade in which it was presented, after the initial presentation; and (3) to set up a comparative…

Categorizes observed teacher feedback behaviors, indicating 19 types that are predominantly affirmative in tone. Finds that teacher questions vary according to intra- and intergrade groupings, as do pupil frequencies of wrong responses and no responses. (RL)

The six tables in this report rank the combinations of reading materials used in the classrooms of 34 elementary schools of Washington, D.C., during the 1976-77 academic year. The data are based on teacher reports about first through sixth grade students for whom there were both pretest and posttest scores. The tables indicate that a wide variety…

A 2-year continuation of one of the 27 U. S. Office of Education First Grade Reading Studies is reported. Students in the linguistics approach were initially taught to read using the experimental edition of "A Basic Reading Series Developed upon Linguistic Principles" by Charles C. Fries and others. Students in the basal reader approach…

Beginning reading instruction is a challenge that teachers can meet successfully by using imagination, working hard, displaying enthusiasm, and expressing genuine concern for the young children that they teach. This paper offers guidelines for beginning reading teachers who base their programs on traditional basal readers. The guidelines are…

The criteria used to compare the effectiveness of the individualized and basal reader approaches in this study were based on vocabulary, comprehension, and attitude toward reading as well as the number, type, and difficulty of books voluntarily read during second grade. Near the end of kindergarten, children in three schools were randomly assigned…

BASAL READER SYSTEMS FOR BEGINNERS WERE ANALYZED TO DETERMINE THE EFFECTS OF SPECIFIC SYSTEM FEATURES ON THE READING ACHIEVEMENT OF FIRST-GRADE CHILDREN OF DIFFERENT SEX AND LEVELS OF INTELLIGENCE. THE PROJECT COVERED THE FOLLOWING SYSTEMS--(1) THE LIPPINCOTT "BASIC READING" SERIES, (2) THE "EARLY-TO-READ…

This study describes and tests the aptitude treatment interaction (ATI) approach to reading. The rationale which forms the basis of ATI--pairing student to method--evolved from the works of Piaget and other psychologists whose studies focus on the general, and cognitive, development of children. From these studies, it was determined that…

The applicability of phonics generalizations, particularly the rule "When two vowels go walking the first one does the talking and the second one is silent," is examined in this paper. The first section reports on a study of the applicability of the two vowel rule to words in first- and second-grade basal readers and on a core vocabulary list; the…

THIS STUDY COMPARED THE EFFECTIVENESS OF A STANDARD BASAL READING PROGRAM WITH AN INDIVIDUALIZED READING PROGRAM WHICH INCORPORATED (1) A PROGRAM OF PHONETIC SKILLS, (2) WORD RECOGNITION, (3) COMPREHENSION SKILLS, AND (4) A PROGRAM OF STORY READING. TWELVE COMBINATION FIRST- AND SECOND-GRADE INDIVIDUALIZED READING CLASSES WERE PAIRED WITH 12 BASAL…

THIS STUDY EVALUATED THE EFFECTS OF A BASAL READER PROGRAM, A MODIFIED LINGUISTIC APPROACH, AND A LINGUISTIC READER PROGRAM AS MEASURED BY THE READING ACHIEVEMENT OF 469 CHILDREN IN 21 CLASSES AT THE END OF FIRST GRADE. ACHIEVEMENT COMPARIONS WERE ALSO MADE ON THE BASES OF (1) SEX, (2) INTELLIGENCE, AND (3) RELATIONSHIPS BETWEEN READING READINESS…

Seventy-eight kindergarten children were randomly placed in four experimental classrooms. Two of the classes were taught with the basal reader approach to reading readiness, and two were taught with the conceptual-language program approach. An extensive pretest battery was given to these children in October 1967. Instruction in the two approaches…