ERIC Number: ED378557
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Do Basal Readers Deskill Teachers? Reading Research Report No. 26.
Baumann, James F.; Heubach, Kathleen M.
A study evaluated the assertion that basal reading programs limit or control teachers' instructional decision making through a process referred to as "deskilling" by surveying elementary educators regarding their use of and opinions about basal reading programs. Responses from 553 of 1,000 randomly sampled International Reading Association members on descriptive, Likert, and open-ended items revealed little, if any, evidence of teacher deskilling. Rather, results indicated that most teachers: (1) are discriminating consumers in charge of their curricular and instructional decision making; (2) view basal reading programs as one instructional tool available to them as they plan literacy lessons; and (3) do not relinquish control to basal materials or any presumed power behind the materials. Furthermore, rather than deskilling teachers, basal materials empower teachers by providing them instructional suggestions to draw from, adapt, or extend as they craft lessons for their students. (Contains 35 references and 3 tables of data.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.