From 2006 the British government strongly favoured synthetic phonics as the principal approach for the teaching of initial literacy in state-funded primary schools in England, and since 2010 has made it mandatory. In 2007-2013 just over 100 commercially published phonics schemes were available, and in that same period the government maintained a…

Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…

Students with high-incidence disabilities struggle with reading comprehension due to difficulties in background knowledge and metacognitive skills, including use of self-monitoring and other strategies. In the United States, these students typically receive the majority of their instruction in general education settings. However, there is little…

The authors used a randomized design to investigate the effects of an enriched reading program, Schoolwide Enrichment Reading Model (SEM-R), with blocks of independent reading on oral reading fluency (ORF), reading comprehension, and attitudes toward reading for students in Grades 3-5. The authors used SEM-R in comparison with basal reading…

Compares the reading achievement of second graders who were taught with a direct instruction program to second graders who were taught with a basal reading program in three areas: vocabulary, comprehension, and language. Finds Direct Instruction was more successful than the basal reading program. (NH)

The purpose of this study was to determine whether significant mean differences exist in standardized reading scores between a district that utilized a single basal series to develop reading ability and a district utilizing a tri-basal approach to reading. A cross-section of elementary teachers from two similar suburban school districts that…

A study examined the effect of direct instruction on increasing students' reading competency. The study followed several studies done between 1977 and 1995 on the Direct Instruction Model for reading instruction, developed and implemented in the 1960s. The population of the 2-year study included 105 southwest Chicago area third-grade students from…

Surveyed more than 500 educators to determine whether basal reading programs control or limit teacher instructional decision making. Found no limiting action: rather than "de-skilling" teachers, subjects reported, the materials have an empowering effect by providing additional instructional ideas to draw from, adapt, or extend. (ET)

A study examined th phonics instruction that five basal reader series provide from kindergarten through grade six. The five basal programs (designated as Series A through E) that were examined are both similar and dissimilar in the recommendations they make for phonics. One series covers as many as 129 letter-sound correspondences; another covers…

A two-year study examined the effectiveness of a program to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components--a redesigned basal reading lesson, stressing repeated reading and partner reading; a choice reading period during the day; and a home reading…