Comparison of Readability and Decodability Levels across Five First Grade Basal Programs

Autor/in	Maslin, Pamela
Titel	Comparison of Readability and Decodability Levels across Five First Grade Basal Programs
Quelle	In: Reading Improvement, 44 (2007) 2, S.59-75 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0510
Schlagwörter	Readability; Phonics; Beginning Reading; Basal Reading; Grade 1; Decoding (Reading); Reading Instruction; Reading Teachers; Orthographic Symbols; School Districts; Initial Teaching Alphabet; Sight Method; Reading Improvement + Suchen Sie Ihr Suchwort? Lesbarkeit; Erstleseunterricht; Lesetraining; School year 01; 1. Schuljahr; Schuljahr 01; Dekodierung; Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; School district; Schulbezirk; Frühleseunterricht; Look-and-say method; Ganzheitsmethode
Abstract	Teaching students how to read is one of the most important tasks in elementary schools. The majority of schools use published basal programs to teach students to read. Several published reviews have indicated that past editions of basal readers did not align with appropriate instruction for beginning level readers. In this study I reviewed five of the top-selling programs for their phonics instruction sequence, levels of decodable text, and readability. Results were then discussed in the context of providing good instruction for beginning stage readers. (Contains 4 tables.) (Author).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10