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So What's New in the New Basals? A Focus in First Grade.
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Hoffman, James V.; And Others – Journal of Reading Behavior, 1994
Examines the first-grade materials in five new basal programs submitted for the 1993 Texas state adoption, comparing them with program materials currently in use in the state. Finds substantial changes in the more recent series. Interprets findings in terms of historical trends as well as recent developments in the literature-based and…
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Grade 1
The Jury Is Still Out on the Effects of Whole Language and Language Experience Approaches for Beginning Reading: A Critique of Stahl and Miller's Study.
Peer reviewed Peer reviewed
Schickedanz, Judith A. – Review of Educational Research, 1990
In the research paper considered, Stahl and Miller compare the effectiveness of whole language/language experience programs versus basal reader approaches. The article is criticized for its lack of longitudinal data, alternative interpretations, and information concerning the broad goals of whole language approaches. (TJH)
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Educational Research
Riding the Pendulum: A Rejoinder to Schickedanz and McGee and Lomax.
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Stahl, Steven A. – Review of Educational Research, 1990
The effectiveness of whole language/language experience programs versus basal reader approaches is considered. The politicization of whole language teaching and the use of the nonbasal approaches in kindergarten versus first grade are the focal themes. (TJH)
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Grade 1
Comparisons of Beginning Literacy Programs: Alternative Paths to the Same Learning Outcome.
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Traweek, Dean; Berninger, Virginia – Learning Disability Quarterly, 1997
This study compared two beginning reading programs, Integrated Reading-Writing (IR-W) and DISTAR in comparable urban schools with students "at risk" for literacy problems. Although the two programs resulted in comparable gains in word recognition and overall reading achievement by the end of first grade, children in IR-W tended to…
Descriptors: Beginning Reading, Comparative Analysis, Early Intervention, Educationally Disadvantaged
On Combining Apples and Oranges: A Response to Stahl and Miller.
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McGee, Lea M.; Lomax, Richard G. – Review of Educational Research, 1990
In the research paper considered, Stahl and Miller compare the effectiveness of whole language/language experience programs versus basal reader approaches. The article is criticized for misrepresenting concepts related to emergent literacy and inadequately defining whole language, the lack of equivalence between the two nonbasal approaches, and…
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Decoding (Reading)
The Effect of Phonemic Awareness on the Literacy Development of First Grade Children in a Traditional or a Whole Language Classroom.
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Griffith, Priscilla L.; And Others – Journal of Research in Childhood Education, 1992
Examined the acquisition of decoding and spelling skills and the writing fluency of first graders who received either whole-language or traditional basal instruction. Children with high phonemic awareness outperformed those with low phonemic awareness on all literacy measures, regardless of the instructional method used. (MM)
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Conventional Instruction
A Comparison of Inner-City Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classrooms.
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Dahl, Karin L.; Freppon, Penny A. – 1994
A cross-curricular comparison focused on learner interpretations of beginning reading and writing instruction in skills-based and whole language inner-city classrooms across kindergarten and first grade. Subjects, 48 low socioeconomic-status students in four classrooms in two midwestern cities, were observed during literacy instruction twice…
Descriptors: Beginning Reading, Beginning Writing, Comparative Analysis, Inner City