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ERIC Number: ED515932
Record Type: Non-Journal
Publication Date: 2009
Pages: 232
Abstractor: As Provided
ISBN: ISBN-978-1-1096-7644-0
The Generic Structure Potential of Science Nonfiction Selections in Four Basal Reading Series, Grades One and Two
Anthony, Angela Beckman
ProQuest LLC, Ph.D. Dissertation, University of Virginia
Basal reading series are used in a majority of classrooms in the United States. The purpose of this study was to examine the frequency of fiction and nonfiction genres included in four recently published first and second grade basal reading series and to compare the frequencies to studies of older basal reading series. Based on the work of Christine Pappas (2006), this study also examined the variety of science-related nonfiction selections in basal reading series and compared the Generic Structure Potential of typical science selections and the typology of atypical science selections in basal reading series to that of science information trade books. Descriptive statistics were used to report the frequencies of genres as well as the frequency of the elements of the Generic Structure Potential and atypical typologies. Qualitative analyses were conducted using the constant comparative method of analysis to determine the presence of Generic Structure Potential elements and atypical typologies. Results indicate that nonfiction selections are more frequently present in recently published basal reading series. Additionally, many of the Generic Structure Potential elements and atypical typologies are present in basal reading series. However, the Generic Structure Potential of the science-based nonfiction selections show some notable differences from typical science trade books examined by Pappas (2006); many of these differences occur in selections which are publisher produced or in other non-trade book formats. Additionally, the variety of atypical typology categories is more limited in basal reading series selections than in the corpus of hybrid texts in Pappas's study. Implications for classroom instruction are discussed concerning children's exposure to nonfiction, relationships between science content and literacy instruction, the potential impacts of the text structures on comprehension, and differences among basal reading series. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States