Reading instruction is on the verge of a shift to a new paradigm that will be based on a new understanding of cognitive processes and will include five important tenets: (1) the best way to promote the emergence of reading behavior is to use interesting story books; (2) the primary cause of reading problems is too much instruction, too much…

A study investigated whether students instructed with expository (content area) materials in conjunction with the narrative materials used in the reading program would differ in reading comprehension achievement from students who were instructed with the narrative materials only. A control group of 19 fifth grade students was taught according to a…

This manual was developed to aid in the systematic diagnosis of reading needs and the application of prescriptive strategies (or "prescriptions") to meet those needs among students in grades 2-12. The prescriptions can be used within reading, language arts or language instruction periods. Their foci include reading readiness and motivation, phonic…

The Fry Readability Formula was used to determine the readability levels of 12 first and second grade basal texts. These texts were part of the Ginn 360, Ginn 720, and Macmillan Series "r" basal reader series. The results showed that 4 of the 12 books tested did not correspond closely to the publisher's readability levels. The Ginn 720 text for…

The three main purposes for this study were (1) to determine what phonic generalizations were being taught in grade 1 in four of the leading basal reading series; (2) to determine the degree of utility of each generalization within the framework of the grade in which it was presented, after the initial presentation; and (3) to set up a comparative…

This paper presented at the International Reading Association in Denver defines a basal reader series as an interrelated set of materials for teaching fundamental reading skills and attitudes, including not only traditional eclectic basal readers but also linguistic, phonic, and programed series. As new developments come to the fore in reading…

THE RELATIONSHIP OF TWO PATTERNS OF INSTRUCTION TO VARIOUS ASPECTS OF BEGINNING READING INSTRUCTION WAS STUDIED. THESE ASPECTS INCLUDED (1) READING ACHIEVEMENT, (2) SCHOOL-RELATED ATTITUDES, (3) SOCIOMETRIC CHOICES, (4) SCHOOL-RELATED ANXIETY, AND (5) TEACHER AWARENESS. THE 10 EXPERIMENTAL AND 10 CONTROL GROUPS WERE PRETESTED WITH THE METROPOLITAN…

Categorizes observed teacher feedback behaviors, indicating 19 types that are predominantly affirmative in tone. Finds that teacher questions vary according to intra- and intergrade groupings, as do pupil frequencies of wrong responses and no responses. (RL)

Reports the results of a study to determine whether males and females in basal reading textbooks have the same treatment concerning personality traits and representation. (JM)

Concludes that children have well-developed knowledge of the purposes of reading materials and instructional procedures and that their perceptions of basal readers are very negative. (FL)

Concludes that standardized tests do not always reflect children's actual reading achievement and that the tests may not measure performance on the same types of material emphasized in basal series. (FL)

Discusses a study which analyzed question-answer instructional segments from second-grade small group reading lessons, according to Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. (MM)

Notes that primary and intermediate grade teachers rely heavily on basal readers for instruction and offers the advantages of and guidelines for using a skill trace approach to tracking selected skills across the program, as an evaluation strategy.NH)

The present study evaluated pre-primer basal reading materials using the Johnson and Mandler story grammar. Three stories from two widely used series were selected and rewritten in accord with the rules of the story grammar. First graders were studied under eight conditions, and conclusions were drawn. (Author/LMO)

Concludes, among other things, that teacher-set prereading purposes in a basal reader directed reading activity have a definite value and should not be treated lightly nor implemented casually by teachers as they do seem to facilitate comprehension and that basal reader teacher guides should do a better job with regard to such purposes. (FL)