Comparison of regionally developed literature-based reading programs to commercially produced literature-based basal reading programs

摘要

The purposes of this study were: (1) to determine a definition for a literature-based reading program and a definition for a literature-based basal reading program; (2) to identify eight basic components from literature-based reading programs which have been developed and are currently being used in the Province of Nova Scotia, Canada; the Province of Victoria, Australia; and in Wisconsin and California in the United States; and (3) to determine how closely the three commercially produced literature-based basal reading series securing the top sales in Indiana during the 1989-1995 reading textbook adoption period replicate these components specifically in grade one and grade four.;The following conclusions are based upon the findings of this study. (1) A literature-based reading program definition and a literature-based basal reading program definition describe two fundamentally different reading programs. (2) Of the eight literature-based reading program components selected for comparison, four components were strongly represented in the basal series: integrated language arts instruction; sustained writing activities; the use of quality literature and a variety of genre; and modeling of the usage of language arts skills and strategies. (3) Four of the eight literature-based reading components were weakly represented in the literature-based basal programs: functional writing activities and the use of the writing process; the use of a systematic reading program which includes core reading materials, extended reading materials, and recreational readings; sustained reading; and holistic evaluations. (3) Based upon the greater number of basic components available for instruction, literature-based reading programs offer advantages over the literature-based basal programs.