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A LONGITUDINAL INVESTIGATION OF CONTENT, RESOURCES, AND INSTRUCTIONAL APPROACHES IN A BASAL READING SERIES WITHIN A RESEARCH AND POLICY CONTEXT

Kenavey, Lori Ann (2017) A LONGITUDINAL INVESTIGATION OF CONTENT, RESOURCES, AND INSTRUCTIONAL APPROACHES IN A BASAL READING SERIES WITHIN A RESEARCH AND POLICY CONTEXT. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Basals have played an important role in classroom instruction for almost 200 years. Historically, basal programs have been influenced by both important research and policy reports. This study analyzed one publishing company’s basal program across seven editions in order to trace the interaction of research, policy, and publication.
Teacher’s editions for the first level of first grade from 1996 to 2014 were analyzed for the following: (a) research and policy context, (b) features of teacher’s editions, (c) student readers: selection level and word level, (d) instructional approaches for phonemic awareness, phonics, and spelling, (e) vocabulary selection and instructional approaches, (f) instructional approaches for comprehension, (g) supplemental resources.
The analyses revealed (a) a gap between research and uptake by the publisher, (b) direct influence of policy, and (c) influence of authorship. Implications of this investigation related to (a)teacher agency and specialized knowledge, (b) resources for evaluating basal resources, and(c)responsibilities of basal publishers are also discussed.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Kenavey, Lori Annlkenavey@gmail.comlak21
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKucan, Lindalkucan@pitt.edu
Committee MemberCrawford, Patriciapcrawfor@pitt.edu
Committee MemberMcKeown, Margaretmckeown@pitt.edu
Committee MemberSobolak, Michellemjsobolak@pitt.edu
Date: 31 January 2017
Date Type: Publication
Defense Date: 17 November 2016
Approval Date: 31 January 2017
Submission Date: 30 January 2017
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 187
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: basal readers, beginning reading, core reading programs
Date Deposited: 31 Jan 2017 14:11
Last Modified: 01 Feb 2017 06:15
URI: http://d-scholarship.pitt.edu/id/eprint/30849

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