Considers "what didn't work" in literature-based reading programs. Analyzes messages to teachers in teachers' guides for such programs published between 1990 and 1995. Follows M. Foucault's interpretations of historical, social, and cultural constructions of discourses. Finds the literature-based visions become blurred as the mixed…

Investigates the utility of oral reading rate as a metric in monitoring students' progress over time within a literature-based curriculum. Curriculum-based measurement (CBM) probes were administered to 2nd- and 5th-grade students to monitor their progress in reading. Results suggest that the CBM oral reading rate is an effective metric for use…

Examines the extent to which curriculum-based measurement (CBM) procedures can be implemented in a nonbasal reading curricula. Participants included 160 students from 31 second- through fifth-grade classrooms in two school districts. Discusses results in relation to CBM as an applied measurement methodology for use in both practical and research…

Describes a preliminary study of the development and psychometric integrity of curriculum-based measurement (CBM) norms for literature-based reading. Assesses the reading achievement of 403 first through third graders. Results show that CBM procedures can be modified to develop local norms for literature-based instruction. (MKA)

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…

A study attempted to determine how students in literature-based reading programs compare to students in basal-based, skill-oriented reading programs in terms of their interest in reading. The study was carried out on a sample of 215 pupils in 9 third and fifth grade classrooms from school districts in Eastern Kansas and Northeastern Oklahoma.…

A national survey of programs (N=798) for deaf students examined: (1) the organizational frameworks (theoretical or methodological) that programs use for reading instruction; (2) the extent to which "Reading Milestones," a basal series developed for deaf/hard-of-hearing (d/hh) students is used; (3) respondents' satisfaction with "Reading…

A study was conducted to address the problem of all students not learning to read in the same manner when the instruction was limited to only one approach, that of the basal reader with its phonics emphasis. The Reading Style Inventory, the Swassing-Barbe Modality Index, and the Bradway Quick Check were administered to the students attending the…

This practicum was designed to allow first graders the opportunity to read and write in a more natural and authentic manner than that permitted by using the basal reading series as the basis for reading instruction. The first grade reading program was transformed from a basal-oriented approach to a whole language approach. Through the use of…

Like so many slogans, "Whole Language" is a dangerous term because its meaning varies with each educator. Whole Language is not a method of teaching, nor is it a program; it is a philosophy or viewpoint. Nine major characteristics of a Whole Language approach as culled from a variety of sources, with most agreed upon by a majority of…