A study examined first- and second-grade readers from the same basal reading series to determine if instructional flow could be identified from one level to another within a series. Three meaning-emphasis series and one word-recognition-emphasis series were selected because of their widespread use in public schools. Results indicated that: (1) two of the meaning-emphasis series were quite similar; (2) the third meaning-emphasis series presented the greatest balance between word-recognition and meaning-emphasis activities at the second-grade level; (3) comprehensibility of story selections was substantially different among series; and (4) all series were found to have an instructional flow from first to second grade. (Nine tables of data are included; 15 references and a description of the decoding and comprehension categories are attached.) (Author/RS)
Research also supported by Silver Burdett and Ginn Publishing Co. Some tables may be marginally legible due to small print.
Meaning Emphasis Method
1 - Available on microfiche
Houghton Mifflin Co., Boston, MA.; Reading Research and Education Center, Champaign, IL.; Center for the Study of Reading, Urbana, IL.
Office of Educational Research and Improvement (ED), Washington, DC.