View in EDS

Phonics Instruction in New Basal Reader Programs. Technical Report No. 496.

Saved in:
Bibliographic Details
Title: Phonics Instruction in New Basal Reader Programs. Technical Report No. 496.
Language: English
Authors: Durkin, Dolores, Illinois Univ., Urbana. Center for the Study of Reading., Bolt, Beranek and Newman, Inc., Cambridge, MA.
Peer Reviewed: N
Page Count: 47
Publication Date: 1990
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Contract Number: G0087-C1001-90
Document Type: Reports - Research
Descriptors: Basal Reading, Basic Vocabulary, Beginning Reading, Decoding (Reading), Elementary Education, Instructional Effectiveness, Phoneme Grapheme Correspondence, Phonics, Reading Instruction, Reading Programs, Reading Research, Reading Skills
Geographic Terms: U.S.; Illinois
Abstract: A study examined th phonics instruction that five basal reader series provide from kindergarten through grade six. The five basal programs (designated as Series A through E) that were examined are both similar and dissimilar in the recommendations they make for phonics. One series covers as many as 129 letter-sound correspondences; another covers 87. All five series pay considerable attention to consonant sounds in their kindergarten manuals and to numerous ways to spell long vowel sounds. Two of the five series deal with blending as a means for identifying words; another uses blending to emphasize whatever sound is receiving attention. Either way, the blending is done mostly by the teacher, not the children. The other two programs, neither of which identifies sounds directly, do not refer to blending. An omission in all five series is suggestions for teaching children how to use letter-sound correspondences with flexibility. Four of the five series teach a few generalizations for dividing words into syllables; the fifth series omits generalizations for syllabication. All five programs fail to deal with phonics in a way that makes its value for reading apparent to children. Instead, the programs succeed in demonstrating how phonics instruction can be a waste of time. Findings reveal the wide gap that exists between the phonics that is taught and the recommendations that are made for dealing with new vocabulary. (Seven tables of data and five figures are included.) (MG)
Journal Code: RIEJUL1990
Entry Date: 1990
Accession Number: ED315731
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED315731
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED315731
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Phonics Instruction in New Basal Reader Programs. Technical Report No. 496.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Durkin%2C+Dolores%22">Durkin, Dolores</searchLink><br /><searchLink fieldCode="AR" term="%22Illinois+Univ%2E%2C+Urbana%2E+Center+for+the+Study+of+Reading%2E%22">Illinois Univ., Urbana. Center for the Study of Reading.</searchLink><br /><searchLink fieldCode="AR" term="%22Bolt%2C+Beranek+and+Newman%2C+Inc%2E%2C+Cambridge%2C+MA%2E%22">Bolt, Beranek and Newman, Inc., Cambridge, MA.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 47
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1990
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Office of Educational Research and Improvement (ED), Washington, DC.
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: G0087-C1001-90
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Basal+Reading%22">Basal Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Vocabulary%22">Basic Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Phoneme+Grapheme+Correspondence%22">Phoneme Grapheme Correspondence</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Illinois%22">U.S.; Illinois</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A study examined th phonics instruction that five basal reader series provide from kindergarten through grade six. The five basal programs (designated as Series A through E) that were examined are both similar and dissimilar in the recommendations they make for phonics. One series covers as many as 129 letter-sound correspondences; another covers 87. All five series pay considerable attention to consonant sounds in their kindergarten manuals and to numerous ways to spell long vowel sounds. Two of the five series deal with blending as a means for identifying words; another uses blending to emphasize whatever sound is receiving attention. Either way, the blending is done mostly by the teacher, not the children. The other two programs, neither of which identifies sounds directly, do not refer to blending. An omission in all five series is suggestions for teaching children how to use letter-sound correspondences with flexibility. Four of the five series teach a few generalizations for dividing words into syllables; the fifth series omits generalizations for syllabication. All five programs fail to deal with phonics in a way that makes its value for reading apparent to children. Instead, the programs succeed in demonstrating how phonics instruction can be a waste of time. Findings reveal the wide gap that exists between the phonics that is taught and the recommendations that are made for dealing with new vocabulary. (Seven tables of data and five figures are included.) (MG)
– Name: CodeSource
  Label: Journal Code
  Group: SrcInfo
  Data: <searchLink fieldCode="JC" term="%22RIEJUL1990%22">RIEJUL1990</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1990
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED315731
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED315731
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 47
    Subjects:
      – SubjectFull: Basal Reading
        Type: general
      – SubjectFull: Basic Vocabulary
        Type: general
      – SubjectFull: Beginning Reading
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Phoneme Grapheme Correspondence
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: U.S.; Illinois
        Type: general
    Titles:
      – TitleFull: Phonics Instruction in New Basal Reader Programs. Technical Report No. 496.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Illinois Univ., Urbana. Center for the Study of Reading.
      – PersonEntity:
          Name:
            NameFull: Bolt, Beranek and Newman, Inc., Cambridge, MA.
      – PersonEntity:
          Name:
            NameFull: Durkin, Dolores
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 1990
ResultId 1