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Report of Phase II (Skills) Prepublication Learner Verification of 'Reading Basics Plus,' A Basic Reading Program Published by Harper & Row, Publishers, Inc.

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Bibliographic Details
Title: Report of Phase II (Skills) Prepublication Learner Verification of 'Reading Basics Plus,' A Basic Reading Program Published by Harper & Row, Publishers, Inc.
Authors: Ball, Edward H., Harper and Row, Publishers, Inc., New York, NY.
Peer Reviewed: N
Page Count: 40
Publication Date: 1975
Document Type: Reports - Research
Descriptors: Basic Reading, Elementary Education, Program Evaluation, Reading Comprehension, Reading Materials, Reading Programs, Reading Research, Reading Skills, Teacher Attitudes
Abstract: Approximately 1200 students in first, second, and sixth grade participated in prepublication trials of selected materials from the Harper & Row "Reading Basics Plus" reading program. Students were tested before and after the two-week instructional period on the skills taught by the experimental materials. Information on such other facets of the program as length of lessons, student reaction to text selections, and teacher reaction to the various components was also collected. Results were interpreted as indicating that the desired learning of reading skills was taking place. No major weaknesses in the skills or comprehension material were revealed, and no major revision of the material was made. Teacher reactions were generally positive, but indicated a need for further guidance about lesson length and about techniques to use with slow or superior students. (AA)
Journal Code: RIEJAN1978
Entry Date: 1978
Accession Number: ED142935
Database: ERIC
Description
Abstract:Approximately 1200 students in first, second, and sixth grade participated in prepublication trials of selected materials from the Harper & Row "Reading Basics Plus" reading program. Students were tested before and after the two-week instructional period on the skills taught by the experimental materials. Information on such other facets of the program as length of lessons, student reaction to text selections, and teacher reaction to the various components was also collected. Results were interpreted as indicating that the desired learning of reading skills was taking place. No major weaknesses in the skills or comprehension material were revealed, and no major revision of the material was made. Teacher reactions were generally positive, but indicated a need for further guidance about lesson length and about techniques to use with slow or superior students. (AA)