TY - JOUR
T1 - Engaging the new basal readers
AU - McCarthey, Sarah J.
AU - Hoffman, James V.
AU - Christian, Cheryl
AU - Corman, Laura
AU - Elliott, Bonnie
AU - Matherne, Debra
AU - Stahle, Debra
N1 - Funding Information:
This study was part of a longitudinal investigation, supported by the National Reading Research Center, to examine changes in literacy programs, literacy instruction, and literacy learning that accompany the adoption of new basal reading materials into sixteen first grade classrooms in the State of Texas. Before examining instructional practices in classrooms, the researchers focused on the engaging features of the texts from a literary analysis perspective. The researchers then examined the engaging qualities of the reading materials from children's perspectives.
PY - 1994
Y1 - 1994
N2 - This article describes ratings and ranking by both researchers and children of the new and old basal text series and then describes categories of students’ responses to the texts. Using the perspective of engagement, the authors found that the 1993 basal reading series received higher ratings than thel986/87 series on scales measuring holistic qualities, content, language, and design. When kindergarten, first, and second graders ranked twenty of the basal stories, their rankings agreed with the researchers’ in seven of the ten pairings. Categories of students’ responses validated the researchers’ categories of content, language, and design and also extended into familiarity, personal experience, and realism. The findings identify some engaging qualities of text and extend previous research which was often limited to readability.
AB - This article describes ratings and ranking by both researchers and children of the new and old basal text series and then describes categories of students’ responses to the texts. Using the perspective of engagement, the authors found that the 1993 basal reading series received higher ratings than thel986/87 series on scales measuring holistic qualities, content, language, and design. When kindergarten, first, and second graders ranked twenty of the basal stories, their rankings agreed with the researchers’ in seven of the ten pairings. Categories of students’ responses validated the researchers’ categories of content, language, and design and also extended into familiarity, personal experience, and realism. The findings identify some engaging qualities of text and extend previous research which was often limited to readability.
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U2 - 10.1080/19388079409558157
DO - 10.1080/19388079409558157
M3 - Article
AN - SCOPUS:0040964471
SN - 0886-0246
VL - 33
SP - 233
EP - 256
JO - Reading Research and Instruction
JF - Reading Research and Instruction
IS - 3
ER -