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ERIC Number: ED394127
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 61
Abstractor: N/A
Reference Count: N/A
The Relevance of Illustration in Basal Readers as It Relates to Contextual Meaning.
Chesnov, Wendy Beth
A study examined the hypothesis that illustrations found in first-grade basal texts do not always relate to context. Six texts were analyzed to determine the percentage of illustration miscues appearing in each story. The basal readers used were: "Story Clouds," Scott Foresman Reading: An American Tradition (1987); "Red Rock," Rand McNally Reading Program (1981); and "Moving On," American Book Company (1980). Literature-based texts used were: "Collections for Young Scholars" Vol. 1, Book 1, Open Court (1995); "A New Day," Silver Burdette & Ginn (1989); and "Here We Grow," McMillan/McGraw Hill School, Level 2, (1993). Each story was read and compared with every illustration in the selected basal readers to determine whether related or unrelated to context. Unrelated illustrations were recorded and analyzed to determine the types of miscues they gave the reader and the percentages of miscues per text. Results indicated that American Book Company (15.4%) and Silver Burdett & Ginn Company (10.1%) had the highest percentages of pictorial miscues. Rand McNally (9.3% was the third highest and the two readers with the fewest miscues were Open Court Company (4.3%) and McMillan/McGraw Hill School Company (2.3%). Results also indicated a correlation between the higher total number of pages in the basal and the higher percentage of miscues. Findings reveal miscues in all six basals. (Two tables of data are included; 20 references, a 15-page list of basals with noted miscues, and related research are appended.) (Author/CR)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A