Basal readers pdf

Basal readers pdf DEFAULT

READING INSTRUCTION: THE BASAL READING WORKSHOP APPROACH

Basal Reading Workshop - 1 Basal Reading Workshop Approach By Andrew P. Johnson, Ph.D. This is an excerpt from my book, 10 Essential Instructional Elements For Students With Reading Difficulties: A Brain-Friendly Approach, published by Corwin Press (2016). A basal reading series is a teaching tool. Like any tool, its effectiveness is dependent on how it’s used. An ineffective way to use a basal reading series is to do every worksheet, activity, and assignment exactly as described and in the prescribed order. Why? This assumes that one type of instruction fits all students and teachers. Keep in mind that the publishers don’t know your students, their interests, their specific strengths, or the specific areas with which they need extra help. Neither do they know you, your teaching style, your pedagogical repertoire, or your teaching philosophy. An effective way to use a basal reading series is to adopt and flexibly adapt only those parts of it that you deem appropriate for your students. This can be done using a basal reading workshop approach. Below are some of the key elements found in this approach. Use basal reader as an anthology. Just like reading workshop above, the key element of the basal reading workshop is students reading books that they’ve selected. The basal here is used as an anthology or a collection of stories for students to read. Instead of purchasing a very expensive hard cover book for each student in your class, you would only need to purchase five or six total copies. (The money saved here could be used to buy real books that students enjoy.) These basal readers are housed in the classroom library or put on a front table. Students are allowed to select the stories that they wished to read. If you want to expose students to a certain type of genre, select one or two mandatory stories for students to read each week. Basal-based mini-lessons. Often administrators insist teachers teach straight from the basal in order to “cover” all the necessary skills. From a literacy learning perspective, this makes little sense. However, if you wish to appease administrators, you can still teach the skills outlined in the basal workbooks. Often these skills can be taught more effectively outside of the commercially prepared workbook using shared reading, guided reading, daily oral language, or mini-lessons as part of a language experience activity. If you do use worksheets and workbooks, I recommend that you create scaffolded instruction in large group or small group settings, working on them together so that conversation and cognitive modeling can be part of the learning process. Worksheets and workbooks are teaching tools to enhance learning; however, the goal is not for students to be able complete worksheets but to be able to create meaning with print. End-of-unit tests. Most basal programs include both end-of-unit tests and remedial tests. Use the remedial tests for short mini-lessons. Here you’ll be teaching test-taking strategies as well as reinforcing the skills taught. When students are ready, use the end-of-unit tests. I would © Andrew P. Johnson, Ph.D. Basal Reading Workshop - 2 encourage you to use your professional knowledge and expertise to make decisions as to which of the skills covered in a basal are necessary for enhancing students ability to create meaning with print. Include only the necessary elements in your instruction and assessment. Related Video Mini-Lectures Reading Workshop with a Basal Basal Reading Instruction Approaches to Reading Instruction: Reading Workshop Multi-Level Reading Instruction: Reading Workshop 1 Multi-Level Reading Instruction: Reading Workshop 2 Reading Workshop: An Overview © Andrew P. Johnson, Ph.D.

Sours: https://www.academia.edu/26870443/READING_INSTRUCTION_THE_BASAL_READING_WORKSHOP_APPROACH

The impact of basal readers on the curriculum

Abstract

Despite frequent criticisms of basal readers, most teachers use them as a basic instructional tool or as a springboard for other reading activities. Basals play an important role in translating research into practice. As our understanding of the reading process changes, so do the contents of basal readers. Used selectively and with judgment, basals can help teachers provide a research-based reading program for today’s children. Through understanding how teachers use these materials, publishers can design basals to meet their needs more effectively.

References

  1. Anderson, R.C., and P.D. Pearson 1984. A schema-theoretic view of basic processes in reading comprehension. In P.D. Pearson (Ed.),Handbook on reading research, pp. 255–91, New York, Longman.

    Google Scholar

  2. Anderson, R.C., P.T. Wilson, and L.G. Fielding. 1988. Growth in reading and how children spend their time outside of school.Reading Research, Quarterly 23:285–303.

    Article Google Scholar

  3. Bachrach, N. and P. Alexander. 1986. Basal reading manuals: what do techers think of them and how do they use them?Reading Psychology 7:163–172.

    Article Google Scholar

  4. Beck, I.L. and M.G. McKeown. 1981. Developing questions that promote comprehension: The story map.Language Arts 58, 913–918.

    Google Scholar

  5. Beck, I.L., R.C. Omanson, and M.G. McKeown. 1982. An instructional redesign of reading lessons: Effects on comprehension.Reading Research Quarterly 17, 462–481.

    Article Google Scholar

  6. Clymer, T. and E.V. Wolfe. 1976. Wild creatures. InThe dog next door and other stories, Teacher's Edition. Boston: Ginn & Company, 96–143.

    Google Scholar

  7. Durkin, D. 1984. Is there a match between what elementary teachers do and what basal reader manuals recommend?The Reading Teacher 37, 734–744.

    Google Scholar

  8. Fielding, L.G., P.T. Wilson, and R.C. Anderson, 1986. A new focus on free reading: The role of trade books in reading instruction. In T.E. Raphael (Ed.),The contexts of school-based literacy (pp. 149–160). New York: Random House.

    Google Scholar

  9. Flood, J. and D. Lapp. 1986. Types of text: The match between what students read in basals and what they encounter in tests.Reading Research Quarterly 21, 284–297.

    Article Google Scholar

  10. Flood, J. and D. Lapp. 1987. Forms of discourse in basal readers.The Elementary School Journal, 87, 293–306.

    Article Google Scholar

  11. Hennings, D.G. 1982. A writing approach to reading comprehension—Schema theory in action.Language Arts 59, 8–17.

    Google Scholar

  12. Mandler, J.M. and N.S. Johnson. 1977. Remembrance of things parsed: Story structure and recall.Cognitive Psychology 9, 111–151.

    Article Google Scholar

  13. McKeown, M.G., I.L. Beck, R.C. Omanson, and M.T. Pople 1985. Some effects of the nature and frequency of vacabulary instruction on reading comprehension: A replication.Journal of Reading Behavior 15, 3–18.

    Google Scholar

  14. Meyer, B.J.F. 1984. Organizational aspects of text: Effects on reading comprehension and applications for the classroom. In J. Flood (Ed.)Promoting reading comprehension (pp. 113–138) Newark, DE: International Reading Association.

    Google Scholar

  15. Morrow, L.M. 1987. Promoting voluntary reading: Activities represented in basal reader manuals.Reading Research & Instruction 26, 189–202.

    Google Scholar

  16. Morrow, L.M., and C.S. Weinstein. 1986. Encouraging voluntary reading: The impact of a literature program on children's use of library centers.Reading Research Quarterly 21 330–346.

    Article Google Scholar

  17. Rosecky, M. 1978. Are teachers selective when using basal guidebooks?The Reading Teacher 31, 381–384.

    Google Scholar

  18. Shannon, P. 1987. Commercial reading materials, a technological ideology, and the deskilling of teachers.The Elementary School Journal 87, 310–329.

    Article Google Scholar

  19. Taylor, B.M. 1980. Children's memory for expository text after reading.Reading Research Quarterly 15, 399–411.

    Article Google Scholar

  20. Turner, R., 1988. How the basals stack up.Learning, 17, 62–64.

    Google Scholar

Download references

Author information

Affiliations

  1. College of Education, University of Florida, 258 Normal Hall, 32611, Gainesville, FL

    Ruthellen Crews

Corresponding author

Correspondence to Ruthellen Crews.

Additional information

Ruthellen Crews teaches children’s literature and language arts courses in the College of Education at the University of Florida. She has coauthored a language arts series and a basal reading series. Formerly a classroom teacher at elementary and secondary levels, she strongly supports an integrated approach to teaching.

About this article

Cite this article

Crews, R. The impact of basal readers on the curriculum. Book Research Quarterly5, 35–41 (1989). https://doi.org/10.1007/BF02683696

Download citation

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Keywords

  • Reading Comprehension
  • Reading Book
  • Trade Book
  • Reading Program
  • Basal Reader
Sours: https://link.springer.com/article/10.1007/BF02683696
  1. Imdb natalie portman
  2. Leaf blower clearance
  3. Africa map labeled with capitals
  4. Homes for sale carney mi

How to Find Basal Readers, Children's Books & Leveled Reading

Given that classroom textbook series have multiple editions, grades, and units, each one packaged in a separate volume, constructing citations for these can require extra creativity. Remember: the primary goal of a citation is to ensure that your reader can locate your source. The following are a few examples for textbooks in our collection:

Textbooks (APA 7th ed. Style)

 

NOTE: In the examples,Common Core is capitalized in the title because it is a proper noun. Otherwise, titles should be sentence (lower) case except for the first word.

 

Baumann, J. F., Chard, D. J., Cooks, J., Cooper, J. D., Gersten, R., Lipson, M., Morrow, L. M., Pikulski, J. J., Templeton, S., Valencia, S. W., Valentino, C., & Vogt, M. (2014). Journeys Common Core: Grade 3 (Teacher's ed., Unit 5). Houghton Mifflin Harcourt.

 

Afflerbach, P., Blachowicz, C. L. Z., Boyd, C. D., Izquierdo, E., Juel, C., Leu, D. J., Paratore, J. R., Pearson, D. P., Sebesta, S., Simmons, D., Watts-Taffe, S., Tatum, A., Vaughn, S., & Wixson, K. K. (2013). Reading street Common Core (Teacher's ed., Vol. 4.3). Pearson/Scott Foresman.

 

For all other examples, see the APA Style Guide, or:

  1. Visit our YouTube APA Playlist for short tutorials.
  2. Visit the Reference Desk at the Library. We can help with one or two citations at a time.
  3. Make an appointment with an Academic Support Center Writing Tutor: Call 262-472-1230 
  4. Use Ask a Librarian: 24/7 Chat 
Sours: https://libguides.uww.edu/readers/basal-readers
What is BASAL READER? What does BASAL READER mean? BASAL READER meaning \u0026 explanation

.

Pdf basal readers

.

What is BASAL READER? What does BASAL READER mean? BASAL READER meaning \u0026 explanation

.

You will also be interested:

.



132 133 134 135 136