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ERIC Number: ED555112
Record Type: Non-Journal
Publication Date: 2013
Pages: 143
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-2048-4
ISSN: N/A
Informational Text and the Common Core: A Content Analysis of Three Basal Reading Programs
Walters, Barbara A.
ProQuest LLC, Ed.D. Dissertation, Northcentral University
The Common Core State Standards for English Language Arts (CCSS-ELA) will have a significant impact on what teachers teach and what primary students are supposed to be able to do (Bomer & Maloch, 2011). By the end of fourth grade, reading instruction should be evenly balanced between literary text and informational text (NGA Center and CCSSO, 2010b). The purpose of this quantitative content analysis study was to compare the percentage of informational text found in the three most widely purchased, commercially published fourth grade basal reading texts ("Journeys" published by Houghton Mifflin Harcourt [2011], "Treasures," published by MacMillan/McGraw-Hill, [2011], and "Reading Street," published by Scott Foresman [2012]) with the informational text recommendations of the CCSS-ELA (NGA Center and CCSSO, 2010b). Coding of informational vs. literary text in these commercial textbooks followed Krippendorff's (1980) definitions and analytical framework which yielded percentage breakdown of informational text into the following subcategories: expository text, argumentative or persuasive text, and procedural text or documents. Results demonstrated that none of the three commercial texts met CCSS-ELA standards of informational text. The percentage of selections devoted to informational text ranged from 28%-33% (mean = 31%) across publishers. The percentage of pages devoted to informational text ranged from 15%-18% (mean = 16.6%) across publishers. A chi square goodness-of-fit test revealed a significant difference in the observed frequencies of informational text in the commercial texts and the expected frequencies of 50% derived from the CCSS-ELA standards (p-value less than a = 0.05). The results indicated that the percentage of informational text found in the student text of the three most widely purchased fourth grade basal readers does not meet the informational text standard set for fourth grade by the CCSS-ELA (NGA Center and CCSSO, 2010b). [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A