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Analysis of Comprehension Practices in a Basal Series at the Intermediate Level.

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Bibliographic Details
Title: Analysis of Comprehension Practices in a Basal Series at the Intermediate Level.
Authors: Bean, Rita M.
Peer Reviewed: N
Page Count: 13
Publication Date: 1977
Document Type: Speeches/Meeting Papers
Descriptors: Basic Reading, Content Analysis, Intermediate Grades, Literary Genres, Reading Comprehension, Reading Materials, Reading Research, Reading Skills, Textbook Content, Textbook Evaluation
Abstract: Materials for teaching reading comprehension in a widely used intermediate grade basal reading series were analyzed as part of a larger study. This report concentrates on the genre of the selections and on the sequencing of instruction in questions related to the comprehension skill, drawing conclusions. Results of the analyses suggested that the series provided a well-balanced selection of genres and facilitated the mechanics of teacher/pupil interaction within the specific skill lessons. There was also a well-developed management system which could provide opportunities for diagnostic teaching. Questions were raised about the length of the stimuli and the type of content in the specific skill lessons, as well as about the lack of match between the task expected of students in the instructional exercises and that required in the assessment selections. (AA)
Notes: Paper presented at the Annual Meeting of the International Reading Association (22nd, Miami Beach, Florida, May 2-6, 1977); For related document see CS003507 in October 1977 "Resources in Education"
Journal Code: RIENOV1977
Entry Date: 1977
Accession Number: ED140222
Database: ERIC
Description
Abstract:Materials for teaching reading comprehension in a widely used intermediate grade basal reading series were analyzed as part of a larger study. This report concentrates on the genre of the selections and on the sequencing of instruction in questions related to the comprehension skill, drawing conclusions. Results of the analyses suggested that the series provided a well-balanced selection of genres and facilitated the mechanics of teacher/pupil interaction within the specific skill lessons. There was also a well-developed management system which could provide opportunities for diagnostic teaching. Questions were raised about the length of the stimuli and the type of content in the specific skill lessons, as well as about the lack of match between the task expected of students in the instructional exercises and that required in the assessment selections. (AA)