Offers guidelines for evaluating basal reading series when two series are to be adopted. (HTH)

Suggests that by modifying the manner in which workbook pages are presented to students, teachers can increase their effectiveness as teaching tools. (FL)

Takes issue with E. Fry's widely accepted claim that the average readability of a book is ascertainable on the basis of only three samples; reports that numerous samples were needed to estimate readability means of 36 basal workbooks. (MKM)

Discusses the authors' research regarding the traditional prereading element designated by beginning reading programs as "setting a purpose for reading." (Author/DB)

Presents a research-based system for developing lesson plans to be used with any basal series. (DD)

Traces the history of vocabulary control in children's readers from the turn of the century, describing the enormous impact of Edward L. Thorndike. (DD)

An evaluation of the content of three basal reading series show that they are changing with the times. Current readers are less likely than older readers to show sex and racial stereotyping and no longer show life as always happy. (Author/IRT)

Provides the administrator with guidelines for use in evaluating teachers' implementations of basal reader programs. (HOD)

Discusses the trend towards voluminous study guides with work sheets and drills for children's books, subjecting great literature to the practices of basal reading textbooks and discouraging children from reading. Urges teachers to trust the book to do its own teaching, and to learn to get out of the way. (SR)

Assessment of the values (positive behavior, positive feelings, negative behavior, negative feelings, traditional values, Judeo-Christian religious values, other religious values, and neutral situations) presented in both American and Hispanic basal reader series found several differences among publishers and cultural groups that lead to…

Uses content analysis and a descriptive technique to describe the attributes of the most prominent workbook items found in the workbooks of four basal reading series. (SR)

Suggests ways in which teachers may plan and incorporate effectively whole-language theory into existing programs in which basal materials are established and accepted. (RS)

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…

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…

A study described first-grade teachers' beliefs and practices about reading instruction. Drawing from interview and observational data, 16 teachers from 4 districts in south-central Texas were placed on a continuum from skills-based to literature-based in relationship to their use of the basal. Only 2 teachers were found to rely solely on the…