ERIC Number: ED278955
Record Type: Non-Journal
Publication Date: 1985-Dec
Reference Count: N/A
Basal Reading Programs: Development, Use, Effectiveness, Adoption, and More Useful Adoptions. Reading Education Report No. 61.
Osborn, Jean; Stein, Marcy
Observational studies of elementary school classrooms have indicated that basal reading programs (BRPs) influence strongly both how children are taught to read and what they read. BRPs are developed by authors working in varying degrees of involvement with the editors of educational publishing companies. Classroom observation literature and interviews with teachers and administrators have revealed that much of the time allocated for elementary reading instruction is spent on BRP activities. In the past few years, research on the quality and effectiveness of BRPs has focused on student researchers, the teachers' guide, and workbooks. BRPs are selected by a process called textbook adoption, during which a committee examines and evaluates a variety of programs. This process takes place at the school, district, and state level. The publisher's role in the development of BRPs is complex--the programs must serve an important educational function while being profitable, competitive products. "A Guide to Selecting Basal Reading Programs" (a set of eight booklets) reviews recent reading research, presents guidelines based on theory and practice, and provides worksheets for BRP adoption committee members. Each of the booklets addresses aspects of reading that are appropriate to a BRP, subject to evaluation, and of primary importance. (JD)
Descriptors: Basal Reading, Class Activities, Elementary Education, Observation, Program Content, Program Descriptions, Program Development, Program Effectiveness, Program Evaluation, Program Guides, Program Implementation, Publishing Industry, Reading Instruction, Reading Materials, Reading Programs, Reading Research, Role Conflict, Student Research, Teaching Guides, Teaching Methods, Textbook Preparation, Textbook Publication, Workbooks
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.