In an instructional study, teachers were taught to make decisions about reading instruction while simultaneously following directives about how to use a mandated basal reading textbook. This article examines how such directives influenced elementary school teachers' perceptions of their role as reading teachers. (Author/NH)

Offers news ways to integrate the language experience approach with a basal reader and in the content areas. (FL)

A study of the first grade books in two basal series, compared with typical storybooks, shows that the amount and type of picture-dependence varies, even over the year. (FL)

Describes learning activities that promote the teaching of reading and writing together within the context of basal materials. Presents an example of how these activities were used in a second-grade classroom. (FL)

Describes a study that investigated whether the structure of the materials children encounter and the abilities and experiences they bring to the act of reading affect the ease with which they comprehend the text. (FL)

Explores several concepts relevant to instructional materials that emerged from seminars sponsored by the National Council of Teachers of English and the International Reading Association. Describes how basal readers--so prevalent in instruction--fall short of these concepts, and what can be done to improve instruction. (HTH)

Suggesting the need for balanced reading and writing instruction, this book is a compendium of many of the best teaching ideas presently available to reading professionals. The first part of the book addresses the research and practice related to understanding and supporting literacy development, and the second part "puts it all…

Indicates that teachers who possessed theoretical and situational knowledge of reading were not more accurate than other teachers in estimating the readability levels of selected passages, and that the accuracy with which teachers estimated the readability levels of passages decreased as the readability levels of the passages increased. (FL)

An investigation of sex role stereotypes appearing in primers used in Mexico found males depicted as active, intelligent, strong, and in command, and females shown as suitable only for doing housework, providing emotional support, aiding the elderly, and observing active males. (FL)

Reports the results of a study that examined the technical adequacy of three selected informal reading inventory procedures. (AEA)

Analyzed content of 16 basal readers to determine if they could be classified as androgynous or traditional in gender role orientation, based on traits from the Bem Sex Role Inventory. Found that female characters were classified as androgynous, and male characters as masculine. Male characters, biographies of males, and illustrations of males…

This article argues that (1) basal reading instruction (BRI) is a pervasive context within which school reading is defined; (2) the language and uses of BRI marginalize some students; and (3) children's understanding of BRI depends on how the use and meaning of basal readers marginalizes the children. (IAH)

Argues that real books attract, intrigue, and illuminate their young readers, making them laugh, touching their feelings, and clarifying situations. Argues that real books provide many lessons about reading, about print, about text, and about life. (RS)

Compares the effectiveness of direct instruction and basal reading instruction in basic word attack and comprehension skills. Finds students' acquisition of basic sight word vocabulary to be greater when taught by direct instruction than by basal instruction. (RS)