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Kegley, Peggy Ann – 1989
A study investigated whether trade books labeled "easy reader" consistently conform to specific sight word lists and to what degree the vocabulary in those books matches that in K-2 basals. Ten "easy reader" books were chosen at random from each of three publishers. Three popular sight word lists were matched separately to…
Descriptors: Basal Reading, Beginning Reading, Primary Education, Reading Research
Bunch, A. Kathleen; Matthews, Kenneth M. – 1988
This monograph is based on research designed to (1) identify the vocabulary words introduced at each grade level by the basal reader series adopted by the Georgia Board of Education; (2) determine the extent of overlap among the books is the series; (3) compare these lists with other recognized word lists; and (4) generated a list of words for the…
Descriptors: Basal Reading, Basic Vocabulary, Elementary Education, Reading Comprehension
Peer reviewedKaiser, Sherral; And Others – Reading Improvement, 1989
Compares the effectiveness of direct instruction and basal reading instruction in basic word attack and comprehension skills. Finds students' acquisition of basic sight word vocabulary to be greater when taught by direct instruction than by basal instruction. (RS)
Descriptors: Basal Reading, Comparative Analysis, Elementary Education, Grade 2
Sartain, Harry W. – 1981
To discover the truth about the extent of children's reading vocabularies, a project was undertaken at the Falk Laboratory School, University of Pittsburgh, to determine how many words first, second, and third grade children could recognize in print. A team of graduate students tabulated the words appearing in commonly used basal materials and in…
Descriptors: Basal Reading, Child Language, Childrens Literature, Computational Linguistics
Peer reviewedHiebert, Elfrieda – Reading Improvement, 1983
A comparison of the self-selected reading words of a group of preschool children to the words in the first reading books of four widely used basal reading series reveals that the children's self-selected words are more imagery-loaded than the words in the readers. (FL)
Descriptors: Basal Reading, Beginning Reading, Child Language, Comparative Analysis
Asplund, Betsy B.; Sunal, Cynthia S. – 1976
Ten second grade students in a slow reading group were studied to compare the effects of basal and language experience instruction on word recognition skills. For four weeks, all the students received 90 minutes of basal instruction each morning. During the afternoon sessions, the five language experience students dictated and read stories related…
Descriptors: Basal Reading, Beginning Reading, Grade 2, Language Experience Approach
Peer reviewedSippola, Arne E. – Reading Psychology, 1988
Compares the reading performance of first grade readers of low, middle, and high abilities trained in listen-read, listen-alone, or read-alone procedures. Concludes that the listen-read procedure is an effective technique for low and middle ability readers in facilitating word recognition and reading comprehension. (RS)
Descriptors: Ability Grouping, Basal Reading, Beginning Reading, Classroom Research
Peer reviewedBridge, Connie A.; And Others – Reading Teacher, 1983
Reports on a study with slow first-grade readers showing that sight words are better learned in the context of repetitive "predictable" books and language experience approach charts than from stilted preprimers. Argues that the process meshes with the basal program. (FL)
Descriptors: Academic Aptitude, Basal Reading, Beginning Reading, Context Clues
