Are First Grade Basal Reading Programs Really All That Much Alike? An Analysis of the Labyrinth of Instructional Approaches to Decoding, Comprehension, and Story Text Comprehensibility in Four Programs. Technical Report No. 385.

Autor/inn/en	Meyer, Linda A.; und weitere
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	Are First Grade Basal Reading Programs Really All That Much Alike? An Analysis of the Labyrinth of Instructional Approaches to Decoding, Comprehension, and Story Text Comprehensibility in Four Programs. Technical Report No. 385.
Quelle	(1986), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basal Reading; Content Analysis; Context Clues; Decoding (Reading); Grade 1; Instructional Materials; Phoneme Grapheme Correspondence; Primary Education; Reader Text Relationship; Reading Comprehension; Reading Instruction; Reading Programs; Reading Research; Textbook Content; Textbooks; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Lesetraining; Inhaltsanalyse; Dekodierung; School year 01; 1. Schuljahr; Schuljahr 01; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Primarbereich; Leseverstehen; Leseunterricht; Leseforschung; Lehrbuchtext; Textbook; Text book; Schulbuch; Lehrbuch; Theorie-Praxis-Beziehung
Abstract	A study was conducted to examine the instructional approaches to decoding and comprehension in the first grade basal reading programs published by Harcourt, Brace, Jovanovich (1983); Houghton Mifflin (1979); Ginn (1976); and SRA Reading Mastery (1983). In addition, analyses were completed on the comprehensibility of matched stories from each of the programs. Results indicated that with the exception of consonant sound instruction and text-tied comprehension interactions, the programs varied considerably. In terms of the decoding aspects of the programs, the findings showed discontinuity between levels within programs, variance in the emphasis on vowels, differences in the percent of words actually read using skills taught in the analytic and phonics programs, and striking differences between these analytic and synthetic phonics programs. Analysis of the comprehension aspects revealed that all programs had a high text-tied emphasis, that is, they focused students' attention on text as a source of answers for questions, and all included ever-increasing numbers of background knowledge questions. The study concludes that while one program does a comprehensive job in one area, another does a better job in another area; therefore, educators should try to find the series that best matches their specific needs. (Extensive tables of data are appended, as well as three pages of references and five figures giving samples from basal reading.) (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01