Reveals that portrayals of handicapped individuals occur far less frequently in basal readers than they do in children's literature. (FL)

Analyzes five basal readers and 10 adolescent novels to determine the occurrence of three types of language styles or registers: formal, informal, and technical/special. Concludes that the basal readers contained examples of all three types of registers while the novels contained relatively few examples of technical/special language. (FL)

Notes that boys continue to be portrayed in reading materials in activities stereotypically associated with males, such as sports, adventure, and leadership; suggests that reading materials are needed that show boys in nurturing and expressive roles as well. (MKM)

Explains how semantic webbing (a process for constructing visual displays of categories and their relationships) works with a basal reader story and presents some teaching strategies for effective semantic webbing. (HOD)

Defines horizontal reading as providing children with more reading experiences and practice at the level they have just completed rather than moving them immediately to the next level. Describes two commercially prepared programs that make horizontal reading easier to implement and more closely correlated with the lead basal instruction. (FL)

Reports that 16 percent of 1,600 selections from six basal reading series contained one or more old people, that six percent presented an elderly person in a central role, that women and minority groups were inadequately represented, that the portrayal of old people was basically positive, and that considerable stereotyping existed in…

Offers a definition for "prefix," contrasts the definition with those found in several reading series, discusses the pedagogical relevance of this definition with reference to problems found in these reading series, and indicates reasons for reevaluating conclusions drawn from previous research on the teaching of word analysis skills. (Author/TJ)

Presents results of a study of two-level reading books; concludes that it seems worthwhile to use two-level readers experimentally in schools. (AEA)

Cites studies in which the reading level of workbooks designed to accompany basal readers has been found to be several years higher than the reading level of the basal text. (MKM)

Teacher talks about difficulty of dealing with often contradictory changes in instructional methods, especially in teaching reading. (PKP)

Describes the results of the collaboration between a primary teacher and a professor to develop a reading resource room program that enriches, augments, and complements the children's classroom instruction. (MG)

One way to give students the most comprehensive reading instruction is to combine techniques from three approaches to reading: literature based reading instruction, the whole language strategy, and the use of basal readers. Lesson plans and student activities which demonstrate this combined approach are presented. (IAH)

The survey of rural and suburban elementary school teachers (N-65) found that teachers used standardized group tests and grade equivalents far too frequently for placement in basal reading instructional materials and did not realize the inappropriateness of these practices. Alternative suggestions for student placement are offered. (DB)

Examines skills-based, interactionist, and whole language positions on literacy instruction, focusing on the issue of control. Discusses how these three approaches are reflected in both Canadian and American basals. Argues that students must be treated as active learners, adding a political and sociological dimension to the whole language…

Responds to an article in the same issue by Ken Goodman concerning the basalization of picture books. Notes that basals will continue to change as beliefs and knowledge about the reading process advances. Sees no reason for the assumption that some hold truth and that anyone who has not seen the light holds devious intentions. (RS)