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Basal Readers
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Basal Readers
1.
Learning to Read in American Schools: Basal Readers and Content Texts
by Richard C. Anderson, Jean Osborn, Robert J. Tierney. 308 pgs.
Book
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Title Page
Contents
Preface
Developing Comprehensio The Impact of the Directed Reading Lesson
REFERENCES
Guided Reading: A to Isabel Beck
REFERENCES
2 Do Basal Manuals Teach Reading Comprehension?
REFERENCES
Reaction to "Do Basal Manuals Teach Reading Comprehension?"
REFERENCES
3: The Purposes, Uses, and Contents of Workbooks and Some Guidelines for Publishers
APPENDIX
REFERENCES
What Would Make Workbooks Worthwhile?
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4: Readability -- Appraising Text Difficulty
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Readability as a Solution Adds to the Problem
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APPENDIX A: Illustrations of Helping Students Understand the Content and Helping them Understand the Text
5: A New Point of View on Children's Stories
REFERENCES
LITERARY REFERENCES
On the Appropriateness of Adaptations in Primary-Level Basal Readers: Reaction to Remarks by Bertram Bruce
REFERENCES
6: Content Area Textbooks
REFERENCES
TEXT EXCERPT CITATIONS
Subject Matter Texts -- Reading to Learn: Response to a Paper by Thomas H. Anderson and Bonnie B. Armbruster
REFERENCES
7: Cultural Variation and Textbook Publication vis รก vis Jelly Beans and Designer Genes
8: Role of the Reader's Schema in Comprehension, Learning, and Memory
REFERENCES
Schema Activation and Schema Acquisition: Comments on Richard C. Anderson's Remarks
ACKNOWLEDGMENTS
REFERENCES
9: Learning From Reading: The Role of Metacognition
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10: Summary Discussion
A Synthesis-of Research on the Use of Instructional Text: Some Implications for the Educational Publishing Industry in Reading
REFERENCES
Biographical Information about the Authors
Author Index
Subject Index
2.
Graphic Organizers: An Integral Component to Facilitate Comprehension during Basal Reading Instruction, in Reading Improvement
by James D. Kirylo, Courtney P. Millet. 8 pgs.
Journal Article
3.
Reading Teachers' Attitudes toward Basal Reader Use and State Adoption Policies, in Journal of Educational Research
by Connie Cloud-Silva, Mark Sadoski. 12 pgs.
Journal Article
4.
Understanding and Teaching Reading: An Interactive Model (Chap. 6 "Introducing Children to Reading: The Language Experience Story, Basal Readers, Trade Books, Expository Texts, Individualized Reading, Whole Language, and Literature-Based Reading")
by Emerald Dechant. 522 pgs.
Book
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Title Page
Contents
Preface
Part 1: The Reading Process
Chapter 1: Introduction to the Reading Process: a Definition of Reading
Part II: Correlates of Reading Achievement and of Reading Failure
Chapter 2: The Sensory Nature of the Reading Process
Chapter 3: Reading: a Memory Process, a Perceptual-Cognitive Process, a Linguistic and Communicative Process
Part III: Basic Strategies in Reading
Chapter 4: The Schema Model of Reading
Chapter 5: Developing the Predictive Strategy in Reading: Integration of the Meaning and Within-Word Cues
Part IV: Organizing and Structuring the Reading Lesson
Chapter 6: Introducing Children to Reading: the Language Experience Story, Basal Readers, Trade Books, Expository Texts, Individualized Reading, Whole Language, and Literature-Based Reading
Chapter 7: Programming the Reading Lesson: Using a Modified Directed-Reading Activity
Part V: The Word Identification and Word Recognition Process
Chapter 8: Developing Instant Recognition of Letters and Words: Using the Integrated Reading Method
Chapter 9: Development of Grapheme-Phoneme Correspondence Knowledge and of the Structural or Morphemic Analysis Skills
Part VI: The Comprehension Process
Chapter 10: Lexical Access and Semantic Encoding: Strategies for the Development of Meaning for Individual Words
Chapter 11: Assembly and Integration of Propositions and Text Modeling: Strategies for the Development of Meaning for Units of Increasing Size: Phrases, Sentences, Paragraphs, and Total Text
Chapter 12: Strategies for the Development of the Higher Levels of Comprehending
References
Author Index
Subject Index
5.
Reconceptualizing Readability: The Relationship between Surface and Underlying Structure Analyses in Predicting the Difficulty of Basal Reader Stories, in Journal of Educational Research
by Shane Templeton, Carolyn T. Cain, James O. Miller. 6 pgs.
Journal Article
6.
An Analysis of Changes in a Selected Basal Reading Series, in Education
by Bennie G. Barron, Martha Henderson, Linda Edwards. 3 pgs.
Journal Article
7.
Reader Response in Elementary Classrooms: Quest and Discovery ("Basalizing and Trivializing Children's Literature" begins on p. 308)
by Nicholas J. Karolides. 384 pgs.
Book
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Title Page
Contents
Preface
ACKNOWLEDGMENTS
Part I: Transactional Theory and Literature-Based Teaching
1: The Reading Process: Transactional Theory in Action
REFERENCES
2: Literature-Based Teaching: A Student Response-Centered Classroom
REFERENCES
PART II: Initiating and Developing Readers' Responses: Classroom Case Studies
3: Talking About Literature "In Depth": Teacher-Supported Group Discussions in a Fifth-Grade Classroom
REFERENCES
4: Drama and Response to Literature: Reading the Story, Re-Reading "the Truth"
REFERENCES
5: If I Were A Poet, I'd Say Something Beautiful
APPENDIX A
REFERENCES
6: Bringing Literature to Life Through Reader's Theatre
REFERENCES
7: Body Punctuation: Reader-Response in Motion
REFERENCES
8: I Can't be Like Pippi 'Cause I'm Afraid to Live Alone: Third Graders' Response to Novels
Appendix A
APPENDIX B
APPENDIX C
REFERENCES
9: Transactions in Action: Life in the Second Grade
APPENDIX A
Suggested Books (For Use With Children or Adults)
REFERENCES
10: Learning to Walk Together in a Third-Grade Bilingual Classroom: From Transmission to Transactional Instruction in Literature
REFERENCES
PART III: Exploring Issues: Content Area Applications
11: Scaffolding Urban Students' Initiations: Transactions in Reading Information Books in the Read-Aloud Curriculum Genre
APPENDIX: CONVENTIONS OF TRANSCREPTION
REFERENCES
12: Sharing the Responses of Readers: An Interdisciplinary Pumpkin Unit in the First Grade
REFERENCES
13: Journeying Through the Eastern Hemisphere: Listening and Responding to Many Voices
REFERENCES
14: The Aesthetics of Informational Reading
REFERENCES
PART IV: Professional Development
15: Reconsidering Teachers' Roles and Procedures: Developing Dialoguing Skills
REFERENCES
16: The Making of a Bicultural Teacher: A Classroom Case Study
APPENDIX: JOURNAL ENTRY AND RETELLING
REFERENCES
17: Reader Response: One District's Initiatives
REFERENCES
APPENDIX
About the Contributors
Author Index
Subject Index
8.
A Comparison of Basal Reader Language and the Oral Language of Beginning First Grade Children, in Journal of Educational Research
by R. Timothy Rush, Alden J. Moe, John C. Manning. 4 pgs.
Journal Article
9.
Second Graders' Strategic Preferences While Reading Basal Stories, in Journal of Educational Research
by Donna E. Alvermann. 9 pgs.
Journal Article
10.
Handbook of Reading Research, Vol. II ("Basal Reading Programs" begins on p. 125)
by Rebecca Barr, Michael L. Kamil, Peter B. Mosenthal, P. David Pearson. 1086 pgs.
Book
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Title Page
Contents
Preface
Contributors
Part One: Society and Literacy
1: The Sense of Being Literate: Historical and Cross-Cultural Features
2: Literacy and Society with Particular Reference to the Non-Western World
3: The Development of Literacy in the Industrialized Nations of the West
4: Literacy Acts
5: Linguistic Diversity and Reading in American Society
6: The Publishing Industry and Textbooks
7: Politics, Policy, and Reading Research
Part Two: Task and Format Variables in Reading Research
8: Narrative Representation and Comprehension
9: Toward a Model of Acquiring Procedures from Text
10: Expository Text
11: Research on the Reading-Writing Relationship: Interactions, Transactions, and Outcomes
12: Classroom Assessment of Reading
13: Computers in Reading and Writing
14: Typography and Discourse
Part Three: Constructs of Reader Process
15: Development of the Ability to Read Words
16: Word Recognition: Changing Perspectives Keith E. Stanovich
17: Research on Response to Literature
18: Mental Models and Reading Comprehension
19: Individual Differences in Reading Skills
20: Perspectives on Reading Disability Research
21: Cognitive and Neuropsychological Foundations of Word Identification in Poor and Normally Developing Readers
22: The Development of Strategic Readers
23: Diagrams in the Comprehension of Scientific Texts
24: Basic Literacy Skills in the Workplace
25: Word Meanings
Part Four: Literacy and Schooling
26: Emergent Literacy
27: Beginning Reading
28: Conditions of Vocabulary Acquisition
29: Comprehension Instruction
30: Teachers' Instructional Actions
31: Grouping Students for Reading Instruction
32: Teacher and School Effects in Learning to Read
33: Secondary School Reading
Epilogue: Understanding Progress in Reading Research
Author Index
Subject Index
11.
Instructional Models in Reading ("Basal-Related Activities" begins on p. 115)
by Steven A. Stahl, David A. Hayes. 400 pgs.
Book
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Title Page
Contents
Preface
Chapter One Instructional Models in Reading: an Introduction
Chapter Two Models of Professional Practice in Teacher Thinking
Chapter Three Direct-Instruction Reading
Chapter Four Cognitive Strategy Instruction in Reading
Chapter Five Reading, Writing, and Language Arts in Success for All
Chapter Six Creating Readers Who Read for Meaning and Love to Read: the Benchmark School Reading Program
Chapter Seven Teaching from Theory: Decision Making in Reading Recovery
Chapter Eight a Sociocultural Model of Reading Instruction: the Kamehameha Elementary Education Program
Chapter Nine Fostering Literate Communities in School: a Case for Sociocultural Approaches to Reading Instruction
Chapter Ten Whole-Language Approaches to Reading and Writing
Chapter Eleven an Emergent-Literacy Perspective on Reading Instruction in Kindergarten
Chapter Twelve Reading Instruction in an Integrated Language Perspective: Collaborative Interaction in Classroom Curriculum Genres
Chapter Thirteen Response-Based Reading Instruction in the Elementary Grades
Chapter Fourteen Beyond Individual Response: Toward a Dialogical Approach to Literature Instruction
Chapter Fifteen Powerful Models or Powerful Teachers? an Argument for Teacher-As-Entrepreneur
Author Index
12.
Taking Books to Heart: How to Develop a Love of Reading in Your Child (1986) (Chap. 7 "Basal Reader - The Material of Instruction")
by Paul Copperman. 254 pgs.
Book
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Title Page
Contents
Foreword
Acknowledgments
A Guide to the Family Reading Program
Part One: The Family Reading Program for Preschool Children
1: The Preschool Child's Love of Reading
2: The Family Reading Program for Preschool Children
3: Reading Aloud
4: Talking about Books with Your Preschool Child
5: What to Read Aloud
Part Two: How the School Will Teach Your Child to Read
6: An Overview of the First Four Grades
7: Basal Readers the Material of Instruction
8: How the School Will Teach Your Child to Read Words
9: How the School Will Teach Your Child to Comprehend
10: The Organization of Instruction
Part Three: The Family Reading Program for School-Age Children
11: The School-Age Child's Love of Reading
12: The Family Reading Program for School-Age Children
13: The Family Reading Hour for Your First Grader
14: The Family Reading Hour for Your Second Grader
15: The Family Reading Hour for Your Third Grader
16: The Family Reading Hour for Your Fourth Grader
Conclusion
Appendices
Appendix 1: Creative Language Play Activities
Appendix 2: Helping Your Child Get the Most from His Schooling
Appendix 3: What If Your Child Develops a Reading Problem?
Index
13.
Development in and through Reading, Part I (1961) (Chap. X "Basal Instructional Materials in Reading")
by Nelson B. Henry. 406 pgs.
Book
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Title Page
Officers of the Society 1960-1961
The Society's Committee on Development in and Through Reading
Acknowledgments
Editor's Preface
Table of Contents
Chapter I: Purpose and Scope of the Yearbook
Section I: The Nature of Reading Development
Chapter II: Reading and Human Development
Chapter III: Reading and the Language Arts
Chapter IV: Reading Development in Other Curriculum Areas
Section II: Factors and Conditions Influencing Reading Development and Personal Growth
Chapter V: The Role of the Home.
References
Chapter VI: The Role of the Community
Chapter VII: The Role of Motivation
Chapter VIII: The Role of Interest
Chapter IX: The Role of Teacher Education
Section III: Materials of Instruction for Reading Development and Personal Growth
Chapter X: Basal Instructional Materials in Reading
Chapter XI: Literature for Children and Youth
Chapter XII: Auditory and Visual Materials
Chapter XIII: Continuity in the Reading Program
Section IV: Sequential Development in Reading
Chapter XIV: Preschool and Kindergarten Experience
Chapter XV: Reading in the Primary Grades
Chapter XVI: Reading in the Intermediate Grades
Chapter XVII: Reading Instruction in Junior High School
Chapter XVIII: Reading Instruction in the Senior High School
Chapter XIX: Reading in College
Section V: Remedial Procedures and Evaluation
Chapter XX: Corrective and Remedial Instruction
Chapter XXI: Evaluation of Development in and Through Reading
Index
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Related Topics
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