Investigates the efficacy of a metacognitive instructional strategy for use with basal readers in improving reading comprehension, strategy use, and attitude toward reading. Finds that children can be taught how to use metacognitive reading strategies and techniques during basal reading instruction. (RS)

Compares selected language features of urban, first grade children in five different reading programs: Lippincott, Language Experience, Houghton-Mifflin, Open Court, and Ginn 720. Finds significant differences among the programs on number of predictions and average length of T-unit, but no program emerged as significantly superior in two or more…

Reports a survey of 639 teachers (grades K-9) that revealed most preferred using a combination of basal and tradebooks in their reading programs regardless of teaching experience, formal training in reading, or grade level. (NH)

Explains how children's literature (particularly illustrated tradebooks) makes its way into basal anthologies. Sets an implicit standard for reviewing and selecting such anthologies. (RS)

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)

A study determined the levels of comprehension generated by questions accompanying the stories in new basal readers. A sample of 200 questions, 100 randomly selected from each of the 2 most widely used third-grade series (the Scott Foresman series "Celebrate Reading" and the McGraw-Hill series "A New View"), were analyzed for…

A study examined the acquisition of a reading vocabulary for abstract and concrete words in 62 second-grade children. Words had been learned as part of a basal reader program or as part of outside reading. Word recognition speed and reading accuracy were examined for abstract and concrete words using lexical decision and word naming tasks. Results…

A study examined the differences between new and old editions of basal reading programs. Two editions, 1979 and 1986, of the Houghton Mifflin basal reading program for first grade were analyzed. Results indicated that there were substantial differences in both decoding and comprehension activities, and in the stories children read. The newer…

The poetry selections in eleven reading programs were analyzed and generally found to be based on sound philosophy and concerned with children's genuine responses. (JH)

Creative dramatics (the spontaneous expression of feelings and ideas in an imaginative manner) brightens the reading program and provides teachers and students with both enjoyable and academically profitable experiences. Any reading teacher can comfortably integrate creative dramatics into the basal reading program. Activities such as creating…

The practice of using basal readers as the main source of reading instruction has become a controversial issue in recent years. Several negative aspects of this practice have been cited, including: (1) a focus on isolated skill development or abstract parts of the reading process; (2) a failure to recognize individual learning styles; and (3) a…

The purpose of this paper is to present a direct instructional strategy, which is based upon what is known about effective classroom instruction. After defining direct instruction in reading, research that discriminates effective teachers from less effective teachers is presented. The paper then discusses the five-step, teacher directiveness…

Intended primarily for teachers and administrators, this paper presents 20 guidelines as the basis for an evaluation procedure for workbook, skillbook, and ditto master components of basal reading programs. The paper begins with a discussion of how and why workbooks are used in the classroom, a description of the original study from which the…

The current system of elementary level reading instruction allows no place for reading for pleasure. While few deny the teacher's role in helping children master the mechanics of reading, some question whether it is equally important to help children learn the inherent pleasure of reading literature for its own sake. The current systems approach…

Presenting an overview of the theoretical perspective underlying work on text analysis in progress at the Center for the Study of Reading (Champaign-Urbana, Illinois), this report emphasizes the work that group has undertaken on stories for children in grades one through five. The report discusses three factors, drawn from a theoretical model,…