Types of writings found in the early levels of basal reading programs: Preprimers through second grade readers |
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Authors: | James Flood Diane Lapp Sharon Flood |
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Institution: | (1) San Diego State University, San Diego, California |
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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.
Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983. |
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