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

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2 Do Basal Manuals Teach Reading Comprehension?

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Reaction to "Do Basal Manuals Teach Reading Comprehension?"

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3: The Purposes, Uses, and Contents of Workbooks and Some Guidelines for Publishers

APPENDIX

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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

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LITERARY REFERENCES

On the Appropriateness of Adaptations in Primary-Level Basal Readers: Reaction to Remarks by Bertram Bruce

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6: Content Area Textbooks

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TEXT EXCERPT CITATIONS

Subject Matter Texts -- Reading to Learn: Response to a Paper by Thomas H. Anderson and Bonnie B. Armbruster

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7: Cultural Variation and Textbook Publication vis á vis Jelly Beans and Designer Genes

8: Role of the Reader's Schema in Comprehension, Learning, and Memory

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Schema Activation and Schema Acquisition: Comments on Richard C. Anderson's Remarks

ACKNOWLEDGMENTS

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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

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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

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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

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4: Drama and Response to Literature: Reading the Story, Re-Reading "the Truth"

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5: If I Were A Poet, I'd Say Something Beautiful

APPENDIX A

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6: Bringing Literature to Life Through Reader's Theatre

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7: Body Punctuation: Reader-Response in Motion

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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

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9: Transactions in Action: Life in the Second Grade

APPENDIX A

Suggested Books (For Use With Children or Adults)

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10: Learning to Walk Together in a Third-Grade Bilingual Classroom: From Transmission to Transactional Instruction in Literature

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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

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12: Sharing the Responses of Readers: An Interdisciplinary Pumpkin Unit in the First Grade

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13: Journeying Through the Eastern Hemisphere: Listening and Responding to Many Voices

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14: The Aesthetics of Informational Reading

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PART IV: Professional Development

15: Reconsidering Teachers' Roles and Procedures: Developing Dialoguing Skills

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16: The Making of a Bicultural Teacher: A Classroom Case Study

APPENDIX: JOURNAL ENTRY AND RETELLING

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17: Reader Response: One District's Initiatives

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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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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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