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R. Curley (1983)
Structures of prose in the content area
C. G. Glenn (1979)
An analysis of story comprehension in elementary school children
M. Buchmann (1984)
Contents of basal text selections
C. Smith (1983)
Writing and reading in the literature program. English into the 80’s Conference
W. F. Brewer (1980)
Literary theory, rhetoric, and stylistics: Implications for psychology
J. Jenkins, Darlene Pany (1978)
Teaching Reading Comprehension in the Middle Grades
I. L. and Block Beck (1975)
An analysis of two beginning reading programs: Some factors and some opinions. Unpublished manuscript
M. Dillner (1976)
Learning to Teach Reading in the Elementary School
F. C. Bartlett (1932)
Remembering
R. Fogle, René Wellek, A. Warren (1949)
Theory of LiteratureCollege English, 11
L. E. Davidson (1972)
An analysis of three basal reading programs to determine the inferential reading skills taught
I. L. and McCaslin Beck (1978)
An analysis of dimensions that affect the development of code-breaking ability in eight beginning reading programs. Learning Research and Development Center
B. J. F. Meyer (1975)
The Organization of Prose and Its Effect on Memory
D. Durkin (1981)
Reading Comprehension Instruction in Five Basal Reader Series. Reading Education Report No. 26.
B. Taylor (1980)
Children's Memory for Expository Text after Reading.Reading Research Quarterly, 15
N. E. Enkvist (1973)
Linguistic Stylistics
P. Thorndyke (1977)
Cognitive structures in comprehension and memory of narrative discourseCognitive Psychology, 9
B. J. F. Meyer (1984)
Organizational aspects of text: Effects in reading comprehension and applications for the classroom
J. Mandler, N. Johnson (1977)
Remembrance of things parsed: Story structure and recallCognitive Psychology, 9
R. P. Warren (1970)
Modern Rhetoric
B. J. F. Meyer (1979)
Organizational patterns in prose and their use in reading
D. Wilder (1964)
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D. and Tierney Shallert (1982)
Learning from expository text: The interaction of text structure with reader characteristics. Final Report
D. Schallert, R. Tierney (1980)
Learning from Expository Text: The Interaction of Text Structure with Reader Characteristics.
Gail C. Allcock (1972)
An analysis of three basal reader programs to determine the critical reading skills taught
J. Jenkins, Darlene Pany (1978)
Teaching Reading Comprehension in the Middle Grades. Reading Education Report No. 4.
Joanne Olson (1976)
Learning to teach reading in the elementary school : utilizing a competency-based instructional system / Joanne P. Olson, Martha H. Dillner, 1976
Isabel Beck, Ellen McCaslin (1978)
An Analysis of Dimensions that Affect the Development of Code-Breaking Ability in Eight Beginning Reading Programs.
N. Marshall (1984)
Discourse analyses as a guide for informal assessment of comprehension
Abstract Eight leading basal reading programs, approved for adoption in California public schools in 1983, were analyzed to determine the array of the types of writing included in the program from preprimers to second grade readers. The Teacher’s Manuals were examined to determine whether provision was included for teaching children how to read a wide variety of discourse types. A third investigation was undertaken in this study to determine the array of discourse types in standardized reading tests and assessment tests included in the basal program. Data indicated that the majority of selections in all of the readers were narrative materials (56%), poems accounted for 25% of the total selections, and exposition accounted for 15% of the total selections. A second analysis of page allocation indicated narrative writings accounted for more than 80% of the total page allocation. Few differences by grade level or by individual programs were found. The Teacher’s Manual of each of these programs provided instruction for teaching children how to read various types of writing. Suggestions for reading narrative writing constituted the greatest percentage. An analysis of discourse types in standardized tests indicated two discrepancies between reading programs and standardized tests: (1) few “whole” texts were included in tests before the end of second grade; and (2) most texts were narrative. The analysis of the assessment tests within each of the programs indicated narrative materials were most often used for testing and poetry was not assessed in any program.
Annals of Dyslexia – Springer Journals
Published: Jan 1, 1984
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