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ERIC Number: ED236543
Record Type: RIE
Publication Date: 1982-Dec
Pages: 110
Abstractor: N/A
A Study of the Theoretical Bases of Reading Instruction and a Comparison of Programs. Instructional Research Laboratory Technical Series No. R83001.
Sadoski, Mark C.
To provide a consistent framework for evaluating competing reading methods and materials, an assessment instrument was devised to help over 100 inservice educators evaluate the middle grade components of five nationally used basal reader programs: the Holt Basic Reading System; the Open Court Correlated Language Arts Program, the Ginn Reading 360 Program; the Scott, Foresman Reading Unlimited Program; and the Prentice-Hall Be a Better Reader Program. Consisting of six theoretical dimensions, the instrument assessed 48 of the most common approaches found in the literature of reading instruction. Three of these dimensions represented views of reading and language: reading as producing the spoken analogue of printed language, reading as the reconstruction of the author's message, and reading as the construction of knowledge about and/or beyond the author's message. The three other dimensions represented views of the teacher-learning process: text controlled, teacher controlled, or reader/student controlled. A principle finding revealed by data analysis was the similarity of the five programs. All five placed most of their emphasis on a relatively behavioristic, "bottom-up" methodology. Despite the quantitative similarity, however, teachers favored some programs over others. Multiple choice and missing elements activities were favored as well as programs that offered convenience in task management. (Extensive appendixes containing research instruments and results are appended.) (HOD)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: Texas A and M Univ., College Station. Instructional Research Lab.