Core Reading Webinar

8/9/2019 Core Reading Webinar

1/18

The Essential Guide to Core ReadingPrograms

IRA, 2010; Dewitz & Jones

Selecting and Using Core Reading Programs

June 3, 2010

8:00 p.m. EST

Hosted by Peter Dewitz

Cohosted byPamela Maslin

Sullivan

Core programs are based on researchCore programs are based on research readingreading

research andresearch and market research.market research.

Core programs are conservative documentsCore programs are conservative documentsdesigned to reflect what schools and teachersdesigned to reflect what schools and teachers

want and to remain current with research andwant and to remain current with research and

trends in education.trends in education.

New research efforts compete for space withNew research efforts compete for space with

instructional traditions and district and stateinstructional traditions and district and state

department demands.department demands.


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Is a core programIs a core programa scripteda scripted

approach toapproach to

instruction or ainstruction or a

collection of texts,collection of texts,

tools, andtools, and

instructionalinstructional

activities?activities?

Establishing a base for themed instruction.Establishing a base for themed instruction.

Providing foundational lessons forProviding foundational lessons for

decoding, vocabulary and comprehension,decoding, vocabulary and comprehension,

but teachers can and should expand uponbut teachers can and should expand upon

them.them.

Providing many good texts for modelingProviding many good texts for modeling

and guided practice, but not forand guided practice, but not for

independent reading.independent reading.

Providing support, guidance, and structureProviding support, guidance, and structure

for novice teachers, but not for teachersfor novice teachers, but not for teachers

who are experienced and successful.who are experienced and successful.

Providing lessons and a structure forProviding lessons and a structure for

novice readers, but not the structure andnovice readers, but not the structure and

the lessons for students aspiring forthe lessons for students aspiring for

expertise and independence.expertise and independence.


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State departments of education and theirState departments of education and theirreading standardsreading standards

At the publishing houseAt the publishing house

Senior editors/executives, editors, marketingSenior editors/executives, editors, marketing

executivesexecutives

AuthorsAuthors

At the development housesAt the development houses

Editors and freelance writersEditors and freelance writers

Anthologies are written by noted childrenAnthologies are written by noted childrenssauthors and leveled text by freelanceauthors and leveled text by freelancewriters.writers.

Lesson plans are designed by authors,Lesson plans are designed by authors,editors and marketing professionals.editors and marketing professionals.

Literature is selected by editors and byLiterature is selected by editors and byonly a few authors.only a few authors.

Lessons are written by editors and byLessons are written by editors and by

freelance writers outside the publishingfreelance writers outside the publishingcompany.company.

Study a few elements of each program inStudy a few elements of each program in--depth; avoid a 45depth; avoid a 45--minute survey of itsminute survey of its

elements.elements. Ask for complete program setsAsk for complete program sets not just thenot just the

pretty sample box.pretty sample box.

Closely evaluate the student anthology forClosely evaluate the student anthology forinterest, genre, and engagement.interest, genre, and engagement.

Read and evaluate many leveled texts: look atRead and evaluate many leveled texts: look atlength, genre, and interest.length, genre, and interest.


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Map the scope and sequence of skills on paper.Map the scope and sequence of skills on paper.Then compare it to your district and stateThen compare it to your district and state

standards. Look for:standards. Look for:

Sequence of the skillsSequence of the skills utilityutility

Massed and distributed practiceMassed and distributed practice

Frequency of practiceFrequency of practice beware the termbeware the termspiralspiral

curriculumcurriculum

Read some decoding, vocabulary, andRead some decoding, vocabulary, and

comprehension lessons in depth.comprehension lessons in depth. Compare them to what you do well.Compare them to what you do well.

Compare them to each other.Compare them to each other.

Compare them to actual research studies.Compare them to actual research studies.

Examine Intervention Programs that accompanyExamine Intervention Programs that accompanycore programs with these criteria in mind:core programs with these criteria in mind: Conspicuous strategy instructionConspicuous strategy instruction

Mediated scaffoldingMediated scaffolding

Strategy integrationStrategy integration

Primed background knowledgePrimed background knowledge

Judicious reviewJudicious review

WellWell--paced instructionpaced instruction


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Pilot to evaluate the utility of the program;Pilot to evaluate the utility of the program;you will not be able to determine itsyou will not be able to determine its

impact. Look for:impact. Look for:

Ease of useEase of use

NavigationNavigation

The degree you need to supplement theThe degree you need to supplement the

materialsmaterials

Each teacher should pilot more than oneEach teacher should pilot more than one

program.program.

See Reading Guide to Program SelectionSee Reading Guide to Program Selection GPSGPS

www.reading.org/General/Publications/Books/www.reading.org/General/Publications/Books/

SupplementalContent/bk707_supplement.aspxSupplementalContent/bk707_supplement.aspx

What should teachers be faithful to?What should teachers be faithful to?

Texts, scope and sequence, instructionalTexts, scope and sequence, instructional

approaches, lesson plan structure?approaches, lesson plan structure?

Evidence against the limits of fidelityEvidence against the limits of fidelity

McGillMcGill--Franzen et al. (2006)Franzen et al. (2006)

Dewitz, Jones, and Leahy (2009)Dewitz, Jones, and Leahy (2009)

Brenner andBrenner and HiebertHiebert (2010)(2010)

PiastaPiasta, Connor, et al. (2009), Connor, et al. (2009)


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The environmentThe environment

instructs through theinstructs through the

materials, thematerials, the

language, thelanguage, the

materials, and thematerials, and the

attitudes in theattitudes in the

classroom. Teachers,classroom. Teachers,

not commercialnot commercial

programs, create thisprograms, create this

environment.environment.

Literacy is a habit and desire, not just aLiteracy is a habit and desire, not just a

skill.skill. Surround the students with printSurround the students with print books,books,

magazines, studentmagazines, student--crafted print, teachercrafted print, teacher--

crafted print.crafted print.

The print created by teachers and studentsThe print created by teachers and students

has power and importance.has power and importance.

Read books, talk about books, share books,Read books, talk about books, share books,

and write books.and write books.


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.. I have always believedI have always believedthat if one accepts thethat if one accepts thetheory that the basaltheory that the basalreading program mustreading program mustbe used it should bebe used it should beadjusted to individualadjusted to individualneeds and that eachneeds and that eachchild should bechild should beencouraged to move onencouraged to move oninto wider and moreinto wider and moreadvanced material asadvanced material asrapidly as possible.rapidly as possible.

Arthur Gates, 1964Arthur Gates, 1964

SeriesSeries Total Words perTotal Words per

Lesson/WeekLesson/WeekMinutes per Day ofMinutes per Day of

ReadingReading

HM (2004)HM (2004) 4,2624,262 13.713.7

HT (2003)HT (2003) 7,5627,562 24.424.4

MMH (2003)MMH (2003) 3,3523,352 10.810.8

RM (2002)RM (2002) 5,2415,241 16.916.9

SF (2004)SF (2004) 4,3384,338 14.014.0

SRA(2002)SRA(2002) 3,1683,168 10.210.2

MeanMean 4,6534,653 15.015.0

Source: Brenner & Hiebert (2010)

Use the anthology or leveled books forUse the anthology or leveled books for

modeling and guided practice.modeling and guided practice.

Use trade books, both fiction andUse trade books, both fiction and

nonfiction, to provide independent practice.nonfiction, to provide independent practice.

Employ literature circles and book clubsEmploy literature circles and book clubs

along with the core program.along with the core program.


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Teachers mustTeachers must

differentiatedifferentiate

TextsTexts

TimeTime

TasksTasks

TeachingTeaching

Core programs differentiate text by level,Core programs differentiate text by level,

but good readers read more, andbut good readers read more, and

struggling readers read less.struggling readers read less.

Only a very few core programsOnly a very few core programs

differentiate tasks for students.differentiate tasks for students.

Only a very few core programs helpOnly a very few core programs help

teachers differentiate time.teachers differentiate time.

Scope of sequenceScope of sequenceof skills often doesof skills often doesnot match thenot match the

needs of yourneeds of yourstudents or thestudents or thestandards of yourstandards of yourdistrict or state.district or state.


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Adjust phonemic awareness instruction toAdjust phonemic awareness instruction toits developmental nature and the needs ofits developmental nature and the needs of

your students.your students.

Continue to reContinue to re--teach the same phonicsteach the same phonics

skills to students who struggle.skills to students who struggle.

Ignore some core skillsIgnore some core skills grammar,grammar,

writing, research skills.writing, research skills.

Teach comprehension and vocabulary skillsTeach comprehension and vocabulary skills

that align with district and state standards.that align with district and state standards.

Limit the number of skills and strategies thatLimit the number of skills and strategies that

you need to teachyou need to teach less is more.less is more. Drawing conclusions, making inferences, and makingDrawing conclusions, making inferences, and making

generalizations are the same skill with different labels.generalizations are the same skill with different labels.

Main ideas and details are not two different skills but twoMain ideas and details are not two different skills but two

sides of the same coin (Dewitz, Jones, Leahy, 2009).sides of the same coin (Dewitz, Jones, Leahy, 2009).

Core programs do not assume thatCore programs do not assume thatstudents will grow in expertise as the yearstudents will grow in expertise as the year

progresses. You must make their growthprogresses. You must make their growthyour goal.your goal.

By the middle of the year students shouldBy the middle of the year students shouldhave some expertise in a core set ofhave some expertise in a core set ofstrategies.strategies.

Skills and strategies that require teacherSkills and strategies that require teachersupport at the beginning of the year shouldsupport at the beginning of the year shouldnot at the end of the year.not at the end of the year.


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Use goodUse goodchildrenchildrenssliterature forliterature foryour readyour read--aloudsalouds, not the, not thecontrived text incontrived text inthe teacherthe teacherssedition.edition.

ReadRead--aloudsalouds in core programs are short,in core programs are short,and they often lack picture support,and they often lack picture support,literary quality, engaging themes, andliterary quality, engaging themes, andenriched vocabulary.enriched vocabulary.

Use childrenUse childrens literature that complementss literature that complementsthe topics or themes of the unit or readingthe topics or themes of the unit or readingselections.selections.

Employ thinkEmploy think--aloud procedures to developaloud procedures to developvocabulary and model comprehensionvocabulary and model comprehension

strategies.strategies.(Beck &(Beck &McKeownMcKeown, 2001;, 2001; BiemillerBiemiller, 2004), 2004)

Develop priorDevelop prior

knowledge andknowledge and

augment theaugment theunits that are inunits that are in

core readingcore reading

programs.programs.

6.


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Reading comprehension is built onReading comprehension is built onknowledge, strategies, and motivation.knowledge, strategies, and motivation.

Core programs do little to develop priorCore programs do little to develop priorknowledge. Consider the following:knowledge. Consider the following:

The movement of the moon around theThe movement of the moon around theEarth causes the level of the water alongEarth causes the level of the water alongthe seashore to rise and fall everyday. Thisthe seashore to rise and fall everyday. Thisis called the tide.is called the tide.

What is missing from the explanation forWhat is missing from the explanation fortides?tides?

Knowledge and strategies are essential forKnowledge and strategies are essential forstrong comprehension.strong comprehension. The core programs often fail to buildThe core programs often fail to build

knowledge prior to reading the selection byknowledge prior to reading the selection byignoring essential themes.ignoring essential themes.

The units in core programs do not buildThe units in core programs do not buildknowledge from one selection to another.knowledge from one selection to another.

Add instructional techniques likeAdd instructional techniques like -- KK--WW--L,L,

brainstorming, concept maps, and semanticbrainstorming, concept maps, and semanticmaps.maps.

The developersThe developersof your coreof your coreprogram cannotprogram cannot

know theknow thespecificspecificvocabularyvocabularyneeds of yourneeds of yourstudents.students.


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Taught in the programTaught in the program

boltbolt

lighteninglightening

rumbledrumbled

thunderthunder

weatherweather

horizonhorizon

Other wordsOther words crowedcrowed

ceasedceased

ingredientsingredients

scurriedscurried

jaggedjagged

strodestrode

bellowedbellowed

lusciousluscious

glistenedglistened

Source: Polacco (1997)

Add or delete vocabulary words from those selectedAdd or delete vocabulary words from those selectedby the program developers.by the program developers.

Select words that are:Select words that are:

central to the meaning of the passagecentral to the meaning of the passage

useful outside the passageuseful outside the passage

cannot be learned readily from context or throughcannot be learned readily from context or throughthe use of morphological analysisthe use of morphological analysis

unknown to your studentsunknown to your students

Explicit instructionExplicit instruction

requires that studentsrequires that students

know:know:

What the strategy isWhat the strategy is

How to do itHow to do it

When to do itWhen to do it

Why it is importantWhy it is important


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Core programs frequently lack theCore programs frequently lack theexplicitness that researchers recommendexplicitness that researchers recommend

(Duffy et al, 1986). Therefore:(Duffy et al, 1986). Therefore: Articulate a process for the strategy.Articulate a process for the strategy.

Highlight the use of text clues necessary toHighlight the use of text clues necessary to

perform the strategy.perform the strategy.

Develop charts that help students toDevelop charts that help students to

remember to use the strategy.remember to use the strategy.

Model the strategy often.Model the strategy often.

Happens more than once.Happens more than once.

Happens before and while students areHappens before and while students are

reading.reading.

Is done by teachers and students.Is done by teachers and students.

Is accompanied by thinking aloud.Is accompanied by thinking aloud.

Demands that you understandDemands that you understand howhowyouyou

understand.understand.

Requires you to be introspective.Requires you to be introspective.

9. Develop strongguided rea d ing lessons

DirectExplanation 2 _

1_ 1 _

ModelingModeling +Questioning

Skill +Explanation

GuidedPractice

Discussion

Questioning3_ 1_ 2 _ 2 __

Independent

Practice 1_1_

Lesson 1Week 1

Lesson 2Week 2

Lesson 3Week 3

Lesson 4Week 4

Lesson 5Week 5

Lesson 6Week 6

Lesson 7Week7

= outside the text = inside the text


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Tea

che

rRe

spo

ns

ibili t

y

100

0

0

100Student Responsibility

With any luck, we move this way (----->) over time.

Butwearealwayspreparedtoslideup

anddownthediagonal.

Gradual Release of Responsibility

Gradual Release of Responsibility

Source: Pearson & Gallagher (1983)

Text discussion should focus on both theText discussion should focus on both the

content and the process ofcontent and the process of

comprehension.comprehension.

Students should be guided to useStudents should be guided to use

strategies to help with understanding thestrategies to help with understanding the

content.content.

How did that prediction help you understandHow did that prediction help you understand

the passage? How did you find that mainthe passage? How did you find that main

idea? What helped you summarize thatidea? What helped you summarize thatpassage?passage?

Teacher PlanningTeacher Planning

Read text to identify problems students willRead text to identify problems students will

have comprehending the selection.have comprehending the selection. Pick out points where you plan to stop.Pick out points where you plan to stop.

Pick out difficult parts. The places wherePick out difficult parts. The places wherethe students are likely to have difficulty:the students are likely to have difficulty: Difficult words and conceptsDifficult words and concepts

Complex sentencesComplex sentences

Places where one idea must be linked to anotherPlaces where one idea must be linked to another

Inferences a reader must makeInferences a reader must make


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Feel free to ignore the questions in theFeel free to ignore the questions in thecore reading program and develop yourcore reading program and develop your

own.own.

Replace basal questions with:Replace basal questions with:

Reciprocal teachingReciprocal teaching ((PalincsarPalincsar & Brown, 1984)& Brown, 1984)

Questioning the AuthorQuestioning the Author (Beck,(Beck, MckeownMckeown &&KucanKucan (1997)(1997)

Transactional strategy instructionTransactional strategy instruction (Brown,(Brown,Pressley & Van Meter, 1996)Pressley & Van Meter, 1996)

Weigh basal tests against all otherWeigh basal tests against all other

assessments used in your school.assessments used in your school.

Use informal assessment to matchUse informal assessment to match

students to texts.students to texts.

Avoid endAvoid end--ofof--selection tests.selection tests.

EndEnd--ofof--unit tests may provide usefulunit tests may provide useful

measures of growth in comprehension.measures of growth in comprehension.

Research has never shown that the programResearch has never shown that the program

is more important than the teacher. Rather,is more important than the teacher. Rather,

we know that:we know that:All teachers mold and modify the use of coreAll teachers mold and modify the use of core

reading programs to their beliefs (Baumann etreading programs to their beliefs (Baumann et

al., 1998; Hoffman et al, 2004).al., 1998; Hoffman et al, 2004).

Knowledgeable teachers can improveKnowledgeable teachers can improve

instruction even with the most scriptedinstruction even with the most scripted

programs (programs (PiastaPiasta et al., 2009).et al., 2009).


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MomentMoment--toto--moment decisions about questioning,moment decisions about questioning,scaffolding influence the quality of studentscaffolding influence the quality of studentachievement.achievement.

Core programs view instruction as aCore programs view instruction as asequence of skills and texts. Teachers mustsequence of skills and texts. Teachers mustview instruction by asking:view instruction by asking:

What is my vision for my students by the end of the year?What is my vision for my students by the end of the year?

What kind of readers do I want them to be?What kind of readers do I want them to be?

How will I get them there?How will I get them there?

Core programs are only one tool in thatCore programs are only one tool in thatprocess.process.

Development of CoreDevelopment of CoreReading Programs:Reading Programs:Past & PresentPast & Present

How to Study andHow to Study andSelect a Core ReadingSelect a Core ReadingProgramProgram

How to Use CoreHow to Use CoreReading ProgramsReading ProgramsEffectivelyEffectively

Contact info:Contact info:[email protected]@cstone.net

Order online at www.reading.org or call IRA customer

service at 800-336-7323.

Our BookLearn More On:

This presentation will be available fordownload at www.reading.org.

ReferencesReferences

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Baumann, J. F. &Baumann, J. F. &HeubachHeubach, K. M. (1996). Do basal readers deskill teachers?, K. M. (1996). Do basal readers deskill teachers?A national survey of educatorsA national survey of educatorsuse and opinions ofuse and opinions ofbasalsbasals.. The ElementaryThe ElementarySchool Journal,School Journal, 96(5), 51196(5), 511--523.523.

Beck, I. L. , andBeck, I. L. , and McKeownMcKeown. M.G. (2001). Text Talk: Capturing the Benefits. M.G. (2001). Text Talk: Capturing the Benefitsof Readof Read--Aloud Experiences for Young Children.Aloud Experiences for Young Children. The Reading TeacherThe Reading Teacher, 55,, 55,(1) 10(1) 10--20.20.

BiemillerBiemiller, (2004). Teaching vocabulary in the primary grades: Vocabulary, (2004). Teaching vocabulary in the primary grades: Vocabularyinstruction needed. In J. F. Baumann & E. J.instruction needed. In J. F. Baumann & E. J. KameKameenuienui (Eds.) Vocabulary(Eds.) Vocabularyinstruction: Research to practice (pp.28instruction: Research to practice (pp.28--40). New York: Guilford Press.40). New York: Guilford Press.

Brenner, D. &Brenner, D. &HiebertHiebert, E. H. (2010). If I follow the teachers, E. H. (2010). If I follow the teachers editions, isneditions, isnttthat enough? Analyzing reading volume in six core reading prograthat enough? Analyzing reading volume in six core reading programs.ms. TheTheElementary School JournalElementary School Journal, 110(3)., 110(3).


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References (cont.)References (cont.)

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textbooks. In R. Barr, M.L.textbooks. In R. Barr, M.L. KamilKamil, P., P. MosenthalMosenthal, & P.D. Pearson, & P.D. Pearson(Eds.),(Eds.), Handbook of reading researchHandbook of reading research(Vol. 2, pp. 120(Vol. 2, pp. 120146). New146). NewYork: LongmanYork: Longman

Chambliss, M.J., &Chambliss, M.J., &CalfeeCalfee, R.C. (1998)., R.C. (1998). Textbooks for learning:Textbooks for learning:Nurturing childrenNurturing childrens mindss minds. Malden, MA: Blackwell. Malden, MA: Blackwell

Connor, C.M.,Connor, C.M., JakobsonsJakobsons, L.J., Crowe, E.C., & Meadows, J.G. (2009)., L.J., Crowe, E.C., & Meadows, J.G. (2009).Instruction, student engagement, and reading skill growth inInstruction, student engagement, and reading skill growth inReading First classrooms.Reading First classrooms. Elementary School JournalElementary School Journal, 109(3), 221, 109(3), 221250.250.

Coyne, M.D.,Coyne, M.D., KameKameenuienui, E.J., & Simmons, D.C. (2001). Prevention, E.J., & Simmons, D.C. (2001). Preventionand intervention in beginning reading: Two complex systems.and intervention in beginning reading: Two complex systems.Learning Disabilities Research & PracticeLearning Disabilities Research & Practice, 16(2), 62, 16(2), 6273.73.


Dewitz, P., Jones, J., & Leahy, S. (2009). Comprehension strategDewitz, P., Jones, J., & Leahy, S. (2009). Comprehension strategyyinstruction in core reading programs.instruction in core reading programs. Reading Research QuarterlyReading Research Quarterly,,44(2), 10244(2), 102126.126.

Dewitz, P., Jones, J., Leahy, S., & Sullivan, P. (2008, DecemberDewitz, P., Jones, J., Leahy, S., & Sullivan, P. (2008, December).).Knowledge development for comprehension in core readingKnowledge development for comprehension in core readingprograms. Paper presented at the 58th annual meeting of theprograms. Paper presented at the 58th annual meeting of theNational Reading Conference, Orlando, FLNational Reading Conference, Orlando, FL

Durkin, D. (1981). Reading comprehension instruction in five basDurkin, D. (1981). Reading comprehension instruction in five basalalreader series.reader series. Reading Research QuarterlyReading Research Quarterly, 16(4), 515, 16(4), 515544.544.

Farr, R.,Farr, R., TulleyTulley, M.A., & Powell, D. (1987). The evaluation and, M.A., & Powell, D. (1987). The evaluation andselection of basal readers.selection of basal readers. Elementary School JournalElementary School Journal, 87(3), 267, 87(3), 267282.282.

FoormanFoorman, B.R., Francis, D.J., Davidson, K.C., Harm, M.W., & Griffin,, B.R., Francis, D.J., Davidson, K.C., Harm, M.W., & Griffin,J. (2004). Variability in text features in six grade 1 basal reaJ. (2004). Variability in text features in six grade 1 basal readingdingprograms.programs. Scientific Studies of ReadingScientific Studies of Reading, 8(2), 167, 8(2), 167197.197.


Hoffman, J.V.,Hoffman, J.V., McCartheyMcCarthey, S.J., Abbott, J., Christian, C.,, S.J., Abbott, J., Christian, C., CormanCorman, L., Curry,, L., Curry,C., et al. (1994). So whatC., et al. (1994). So whats new in the news new in the new basalsbasals? A focus on first grade.? A focus on first grade.Journal of Reading BehaviorJournal of Reading Behavior, 26(1), 47, 26(1), 4773.73.

Hoffman, J.V.,Hoffman, J.V., McCartheyMcCarthey, S.J., Elliott, B.,, S.J., Elliott, B., BaylesBayles, D.L., Price, D.P.,, D.L., Price, D.P., FerreeFerree,,A., et al. (1998). The l iteratureA., et al. (1998). The literature --basedbased basalsbasals in firstin first--grade classrooms:grade classrooms:Savior, Satan, or sameSavior, Satan, or same--old, sameold, same--old?old? Reading Research QuarterlyReading Research Quarterly, 33(2),, 33(2),168168197.197.

McGillMcGill--Franzen, A.,Franzen, A., ZmachZmach, C.,, C., SolicSolic, K., &, K., &ZeigZeig, J.L. (2006). The confluence, J.L. (2006). The confluenceof two policy mandates: Core reading programs and thirdof two policy mandates: Core reading programs and third--grade retention ingrade retention inFlorida.Florida. Elementary School Journal,Elementary School Journal, 107(1), 67107(1), 6791.91.

Miller, S.D., &Miller, S.D., &BlumenfeldBlumenfeld, P.C. (1993). Characteristics of tasks used for s kill, P.C. (1993). Characteristics of tasks used for skillinstruction in two basal reader series.instruction in two basal reader series. Elementary School JournalElementary School Journal, 94(1),, 94(1),333347.47.

Pearson, P.D. & Gallagher, M. C. (1983). The instruction of readPearson, P.D. & Gallagher, M. C. (1983). The instruction of read ingingcomprehension. Contemporary Educational Psychology, 8(3) 317comprehension. Contemporary Educational Psychology, 8(3) 317--344.344.


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PiastaPiasta, S.B., Connor, C.M., Fishman, B.J., & Morrison,, S.B., Connor, C.M., Fishman, B.J., & Morrison,

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Taylor, B.M., Pressley, M. & Pearson, P. D. (2002).Taylor, B.M., Pressley, M. & Pearson, P. D. (2002).ResearchResearch--supported characteristics of teachers andsupported characteristics of teachers andschools that promote reading achievement. In B. M.schools that promote reading achievement. In B. M.Taylor & P. D. Pearson (Eds.)Taylor & P. D. Pearson (Eds.) Teaching Reading:Teaching Reading:Effective school and accomplished teachersEffective school and accomplished teachers(pp. 361(pp. 361--374). Mahwah, NJ: Lawrence Erlbaum.374). Mahwah, NJ: Lawrence Erlbaum.

Walsh, K. (2003). Basal readers: The lost opportunity toWalsh, K. (2003). Basal readers: The lost opportunity tobuild the knowledge that propels comprehension.build the knowledge that propels comprehension.American EducatorAmerican Educator, 27(1), 24, 27(1), 2427.27.

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