Recounts efforts by the author and others to shift reading instruction from dependence on basals to the use of trade books and a greater range of choice for students in selecting reading materials. (HTH)

Reports a study of reading instruction in low-ability basal reading groups. Develops and validates a procedure for effective use of oral reading, which, in contrast to practices recommended by basal reader publishers, focuses on reading comprehension and encourages development of fluent, expressive writing. (Author/NH)

Describes a language arts program and defines a basal reader; the considerable mismatch between the two is argued from the viewpoint of several pedagogical concerns. Illustrates these concerns by a report of the work of informed, decision-making teachers who use basals as only one of many resources. (Author/NH)

Concludes that teachers are aware of the strengths and weaknesses of basal reader programs and that they exercise their professional responsibilities by enhancing and modifying commercial materials in ways that improve instruction and reflect the tenets of current research and theory. (FL)

Second grade students'"think-alouds" were analyzed to investigate whether children used different reading stategies to comprehend targeted story grammar categories in two basal reader narratives. Results indicate that the proportion of elaborative and nonelaborative strategies used by children differed as a function of category type.…

Notes that the number of English as a second language students enrolled in American schools is increasing and presents an integrated language lesson plan designed to meet their needs and match their abilities. (FL)

Provides a system for evaluating both the quality and the appropriateness of the placement and instructional tests that accompany basal reading series. (FL)

Concludes that folklore can make a significant difference in reading achievement for primary grade students. (FL)

Poses six unanswered questions in need of research that concern school reading programs. Questions address (1) advisability of a uniform sequential reading series, (2) relative effectiveness of materials, (3) generalists vs. specialists, (4) usefulness of workbooks, (5) permanent assignment of class reading texts, and (6) parental involvement. (TE)

"An Investigation of First-Grade Spelling Achievement by Ronald L. Cramer also appears in this issue, pp. 230-37. (RD)

A lesson, "Harriet Tubman: A Most Successful Conductor," illustrates how to employ a basal reader in social studies instruction in the elementary grades. This approach offers students a relevant curriculum, greater opportunities for concept development, practice in skills areas, and activities that offer greater opportunity to master…

Researchers from the Center for the Study of Reading at the University of Illinois assert that inadequate reading textbooks and the failure to teach reading comprehension in the primary grades contribute to reading comprehension problems in the upper grades. Shortcomings of textbooks are specified and methods for teaching reading comprehension are…

Concludes that first grade boys in a basal reader program supplemented with phonics instruction learned reading skills and read with comprehension as well as those in an intensive phonics program. (FL)

Reports that the Barrett Taxonomy is useful for determining emphases in types of basal reader questions. Suggests that by using the taxonomy teachers can more intelligently select, adapt, and add to the questions provided in teachers' guides. (FL)

Nineteen first grade children were randomly assigned to two experimental reading instruction conditions lasting 12 weeks. Both conditions used the language experience approach to teaching beginning language. In the experimental stage, the language experience approach was augmented by a total of six hours of individualized word-bank activities.…