In an attempt to determine the effectiveness of writing assignments in basal reading series and the extent to which teachers used the suggested writing assignments, four fifth grade teachers of reading and their classes were observed for 10 days. Although participants reported that they regularly included written composition in reading…

To determine how frequently various forms of anaphora appear in materials written for children, 1,000-word excerpts were analyzed from the second, fourth, and sixth grade texts of four basal reader series. The basal programs consisted of the "Ginn Reading Program," the "Houghton Mifflin Reading Program,""Scott, Foresman…

A study compared selected language features of children in five different reading programs. Selected for study were two first grade classes from each of five urban school districts that were using either the Lippincott, Language Experience, Houghton Mifflin, Open Court, or the Ginn 720 basal reading programs. A prereading test was administered to…

In Nashville, Tennessee, there are children representing 24 different non-English language groups. Teachers involved with planning instruction for and teaching such language minority children should consider not only the language differences, but also the cultural differences since many foreign students are from cultures very different from the…

This practicum sought to improve reading vocabulary and comprehension in fourth-grade students by using comic books 30 minutes per day as a supplement to the regular basal reading program. High-interest comic books were used by a class section of 18 students in the experimental group, for a period of four months. Another class section of 20…

The purposes of the study were to determine the extent to which basal readers contain stories pertaining to blacks; to find out if the racial implications stated in basal texts are those that blacks want; to locate the black heroes in basal readers and evaluate whether or not these are the preferred heroes of the population of blacks sampled in…

Reading comprehension questions selected from readers, teacher manuals, and workbooks of three current, widely used and representative basal reading series were analyzed according to the Barrett Taxonomy to determine cognitive objectives. The taxonomy has five major divisions and thirty-three levels within, claimed to be cumulative and sequenced…

Shows how clusters of short sentences found in basal readers can be combined into more complex structures, reinforcing reading skills as children write. (FL)

Suggests ways a teacher who is interested in performing Piagetian testing might persuade a principal of the validity of the tests, and offers insight into the connection between cognitive development and reading achievement. (JC)

Indicates that each instructional unit was composed of several mini-lessons rather than representing an integrated and related unit organized around a central purpose. Finds that lesson parts failed to make logical connections to previous or following parts. Concludes that the nature of reading lessons could be a contributing factor to the…

Describes the use of learning contracts in developmental reading classes. Outlines the basic tenets of contract design, and provides details and examples of non-negotiable, partially negotiable, and more negotiable contracts. Notes the possible gains of an independent/self-monitored approach and offers several management tips and cautions. (MM)

Notes that current American basal series have integrated Hispanics into their materials, with eight of nine important aspects of Hispanic ethnicity represented. Concludes that these series offer teachers fine opportunities for enrichment activities. (FL)

Describes the "ALERT" procedure, whereby teachers may combine the language experience approach with the use of radio, television, newspaper, and magazine advertisements in a strategy that is useful for developing critical thinking skills, even in very young students. (ARH)

Discusses the major components, weaknesses, and strengths of three types of reading programs: the basal reading approach, the language experience approach, and the individualized reading approach. (FL)