Argues that some common vocabulary teaching strategies in basal reading programs appear to be based on misconceptions. Suggests that the teacher must stress the vital connection between vocabulary learning and comprehension. (FL)

Notes that basal series commonly used in kindergarten through grade six teach only about half of the most common English words. Offers a list of 382 common words that do not appear in the books and suggests that teachers supplement their basals with their own word learning lessons. (FL)

Describes a technique, based on story grammar research, that merges the reading of a basal story with a writing lesson. (FL)

This paper aims to offer a "fresh look" and to provide some further insights on teaching basic language skills with literature and composition-based "whole" language arts programs (this could include the Core Knowledge Foundation's literature), and on the time and attention this combination deserves in primary-level classrooms.…

The article is part II of a two part series. Part I presented the findings of an analysis of Braille features in basal readers. Part II deals with instructional materials for teaching primary reading in Braille. (CD)

Finds that the most common type of figurative language in fourth- and sixth-grade basal readers is personification. Overall, the most commonly used figures of speech are: personification; animal, sense, and inanimate metaphors; and hyperbole. (FL)

Fourth-grade children previously identified as poor readers comprehended more information when they read personalized, as opposed to standard, stories. Names and places given by the students personalized the stories. No difference was found among children of average reading ability on this variable. (Author/PN)

The study in which 201 educators were surveyed, sought to determine basal readers most commonly used with hearing impaired students and the advantages and disadvantages of such, as well as suggestions of teachers of the hearing impaired for qualities to be included in a reading series addressing specific needs of the hearing impaired student.…

Provides a number of techniques that teachers can use to teach concepts, fluent reading skills, and analytical thinking through basal reading series. (FL)

Analyzes six basal reading series and reveals that the number of "distant" stories--those with content that is not closely related to the reader's experience--increases with the age of the intended audience. (FL)

The author examines the 1964 and 1980 editions of a basal reader from the British Ladybird series to see how much change had occurred in sex role presentations. (SJL)

Reviews experiments designed to determine whether pictures have an effect upon the derivation of meaning from the text printed in children's reading materials and notes ways that pictures support and possibly interfere with meaning. (MKM)

Some teachers consider the purpose of oral reading to be accurate word identification rather than identification of meaning. These teachers do not view the oral reading portion of the lesson as an opportunity to guide children in application of meaning identification strategies. (Authors/CJ)

Analyzes some problems that can make beginning basal stories difficult for young readers to understand and offers suggestions for ways teachers can help alleviate the problems. (FL)

Reports two investigations, one related to the readability of certain basal readers and the other related to teacher knowledge of varying levels of readability of textbooks.