Basal Readers

http://www.nrrf.org/analyses_grade1.htm

Analyses of Grade 1 Reading Programs

From the National Right to Read Foundations

We have just received notice of a fine evaluation of Grade 1 Reading
programs recently completed by Educational Research Analysts from Longview,
Texas. It analyzes the programs named for the state of Texas’ 2000 adoption
and includes all improvements ordered by the Texas State Board of Education.
Their introduction and analyses follow.

http://www.pen.k12.va.us/VDOE/Instruction/Reading/textbooks/readingk5textbkadoption.html

http://reading.uoregon.edu/curricula/or_rfc_review_n.php

Oregon Reading First Center: Review of Comprehensive Reading Programs
Amendment to the Review of Comprehensive Reading Programs

After substantial and persuasive input from several significant sources
(publishers, authors, Oregon colleagues), coupled with our own consideration
of the complexities and vagaries associated with the review of
comprehensive, core reading programs, we have decided to issue a revised
edition to the original Oregon Reading First Review of Comprehensive Reading
Programs.

Click here to download the file

Research has shown that the materials and activities in basal reading programs have significantly influenced classroom instruction (Moody, et al., 1999).  Therefore, it is important to realize which programs incorporate good instruction techniques.  This study examined five popular basal reading programs � Open Court, McMillan-McGraw/Hill, Harcourt, Houghton Mifflin, Scott Foresman.  Several characteristics of the basal programs were evaluated, including flexibility, decodability, readability, and text engagingness.

http://www.ciera.org/library/reports/inquiry-1/index.html
http://www.ciera.org/library/reports/inquiry-1/1-009/1-009%20Front%20Matter.html

MORE...

http://www.ciera.org/library/reports/inquiry-1/1-016/1-016.html

Decodable Texts for Beginning Reading Instruction: The Year 2000 Basals

James V. Hoffman
Misty Sailors
Elizabeth U. Patterson
The University of Texas--Austin

O ver the past decade, basal textbooks have become a virtual lightning rod in the “reading wars” (Pikulski, 1997; Strickland, 1995): Should beginning reading instruction be literature-based or skill-based? Should the language in texts be highly literary or highly decodable? Both sides in the debate have resorted to using state textbook adoption policies as an effective leverage point for change (Hoffman, in press). Educators and politicians in Texas and California in particular have played significant roles in pushing early reading instruction from one extreme position to another through shifts in textbook adoption requirements (Farr, Tulley, and Powell, 1987). The textbook policy actions taken in the states of Texas and California are more than just isolated cases and more than a reflection of the national trends. These actions are shaping a national curriculum for reading. Basal publishers target their product development toward these states, and the programs that are marketed successfully in Texas and California are the ones that are most likely to thrive, with minimal changes, in the highly competitive national marketplace.....................