An extensive basal evaluation form--written in a series of 73 questions, each requiring a short narrative response and many with specific references to notes in the appendices--is presented in this paper. The evaluation form is divided into two sections: general questions on teacher's guides and general questions on student books. The questions on…

A study followed three textbook adoption committees as they evaluated basal reading programs. The committees used "A Guide to Selecting Basal Reading Programs" (developed at the Center for the Study of Reading) to help them evaluate the quality of instruction in existing programs. Case studies of the three committees sought to address the…

After reviewing the Houghton-Mifflin reading textbooks, supplemental materials, and teachers' guides, the Materials Review Committee of the Kalamazoo Public Schools developed recommendations for achieving appropriate representation of, and balance in, the portrayal of sex roles in the teachers' guides, especially in those portions of the lesson…

On the assumption that word frequency in written language as well as children's knowledge of words can provide the basis for a systematic contextual approach to reading vocabulary development, six current reading series and their workbooks (grades two through six) were analyzed for their presentation of prefixed words in context. Results of the…

To determine whether the distribution of male and female main character roles (sex dominance) differed significantly in the 1976-1978 editions of basal readers and supplementary textbooks from that found in the 1974-1976 editions examined by Gwyneth E. Britton and Margaret C. Lumpkin, an analysis of more than 3,700 stories was undertaken. The sex…

An evaluation of elementary social studies textbooks indicates that eight factors are making textbooks harder to read. These factors are: (1) the reading level of the book and/or the range of reading levels within it; (2) long sentences and/or too many concepts within a sentence or paragraph; (3) the use of vague terms, technical vocabulary, and…

Short evaluations of all instructional materials (books, filmstrips, cassettes, kits) adopted by the State of California in 1974 are given in the fields of English, spelling/handwriting, and literature. Piloted reading materials were also evaluated. The evaluations were performed by two or more local elementary teachers or educators and are…

Discusses procedures for selecting textbooks. Provided are guidelines for reviewing textbooks, analyzing content, and analyzing strategies. (SL)

Presents a study which examined elementary science textbooks (grades four and six), noting (1) text organization and structure; and (2) the degree of problem solving required in chapter activities (according to Bloom's taxonomy). Reports a need for a more varied use of text structures and the inclusion of activities that utilize higher-level…

Identifies problems in basal readers caused by writers' use of vocabulary control and readability formulas. Provides suggestions for more effective employment of the basal reader, including suggestions on how to teach students to construct meaning from less than perfect texts. (ARH)

Presents an evaluation of the Houghton Mifflin and Scott Foresman Reading Programs which reveals that stories in both of these series satisfy the requirements of a conventional story grammar. Suggests that such stories help children comprehend and remember the stories they process and serve as excellent models of narrative. (ARH)

Describes "A Guide to Selecting Basal Reading Programs," which was developed to help textbook adoption committees select basal reading texts in elementary schools. Topics discussed include development of booklets that describe various aspects of reading instruction and the role of the guidelines in improving the quality of basal reading…

Mathematics textbooks should encourage students to understand--as well as to memorize--problem-solving processes, to think about the reasonableness of an answer, and to "see" mathematics through real-life applications. Eight questions are given which can help schools determine whether a textbook truly emphasizes problem-solving. (PP)

Presents results of a study undertaken to compare contents of Polish primary school books from two historical periods--1938 and 1976-78. The objective was to relate books from the two periods to the respective ideological and constitutional bases of the socio-political systems they represented. Findings indicated the content of books from the two…

This article picks up the debate on the requirements of materials criticism and provides an extensive critique of the Philosophy for Children program, contributing both a description of the program material and a basis for further discussion and exchange on the issue of materials criticism. (Author/MLF)