Considers the possibilities of inadequacies in either the staff development effort and/or the evaluation of the Madeline Hunter Follow-Through Program, and concludes that the long-term change in teacher behavior is more difficult to accomplish than had been anticipated. (Author/HOD)

Explores the question of whether the failure of the MHITIP, designed to change teachers' behavior and student engaged rates in reading and mathematics, was related to a lack of maintenance of program skills or a failure of the program to increase student achievement. (Author/HOD)

Offers interpretations of some results of the Napa County, California, Follow-Through Project that tested the Hunter Teacher Decision-Making Model, also known as the Instructional Theory into Practice Model. (Author/HOD)

Outlines M. Halliday's theory of language production, which suggests that the form of oral and written language is determined by the context in which language is generated, and shows how it can be used as a basis for curriculum development. (Author/HOD)

Outlines an approach to developing schemata using elementary school teachers' self-reports of their interactive thinking and reviews alternatives to traditional teaching skills. Describes schemata in the form of those models. (Author/HOD)

Describes reading-textbook evaluation and selection processes and argues that improved basal readers are likely to be developed if textbook adoption procedures improve. States that basal reader evaluation criteria and procedures should be developed and applied by those professionals most directly responsible for the teaching of reading. (Author/NH)

Focuses on the development of materials to help textbook adoption committees evaluate the instructional quality of commercially developed basal reading programs. Describes the development of the Adoption Guidelines Booklets. (Author/NH)

Examines the role of commercial materials in reading instruction through analyses of expert opinion and of research on reading instruction. Reports a series of investigations concerning teachers' and administrators' conceptions of reading and reading instruction and offers a critical evaluation of recent writing on effective reading instruction.…

Describes how in the 1960s and 1970s critics of the schools as well as the transitory interests of the schools themselves were the greatest forces for change in basal reader programs. Discusses how current demand for high test scores has influenced those who prepare basal material. (Author/NH)

In an instructional study, teachers were taught to make decisions about reading instruction while simultaneously following directives about how to use a mandated basal reading textbook. This article examines how such directives influenced elementary school teachers' perceptions of their role as reading teachers. (Author/NH)

Presents multilevel analyses of a large-scale educational improvement effort conducted in seven urban schools over a two-year period. Consistent high-to-moderate relationships were found between observed level of model implementation and classroom achievement gains in reading. Concludes that major improvement in inner-city schools is possible. (DR)

Presents the findings of a survey of parents' experiences with different kinds of parent involvement. Views school and family relations from the parents' perspective and suggests that parents favor programs that stress cooperation between school and home. (DR)

Reports research on children's conceptualizations of spelling. Researchers asked a combined grades 3-4 class and a combined grades 6-7 class to invent new ways of spelling words and produce written justifications for each alternate spelling. Most of the children gave phonological reasons for their creative spellings. (DR)

Using recent research in linguistics and developmental psychology, this study suggests that English spelling can be taught systematically and that its mastery is central to literacy. Examines the levels at which spelling represents information about the English language and presents five stages of spelling knowledge through which achieving…

Disagrees with recommendations made by developmental spelling researchers who advocate radical change in spelling instruction. Discusses flaws in developmental spelling research and questions researchers' advice to classroom teachers. (DR)