Content analysis of four core basal reading programs: focusing on comprehension strategies (story structure, summarizing, and the use of graphic organizers)

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dc.contributorGiesen, Judy L.
dc.contributorShwery, Craig S.
dc.contributorColeman, Julianne M.
dc.contributor.advisorSunal, Cynthia S.
dc.contributor.advisorSekeres, Diane C.
dc.contributor.authorMajors, Sherry Lee
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-02-28T22:21:13Z
dc.date.available2017-02-28T22:21:13Z
dc.date.issued2009
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractCore reading programs are typically referred to as basals because they serve as the "base" for reading instruction. A core reading program is the primary instructional tool that teachers use to teach children to learn to read. The purpose of this study was to conduct a content analysis of three comprehension instructional strategies in four first-grade core basal reading teachers' manuals that were the top four highly recommended core basal reading programs of those to be considered for adoption by the Alabama State Department of Education during the 2007-2008 academic year. The content analysis was conducted to answer the overarching question in this study: How are the National Reading Panel recommendations for teaching comprehension instructional strategies in the areas of story structure, summarizing, and the use of graphic organizers represented in four first-grade core basal reading programs? Two sub-questions of the research question were considered: (a) How are the four first grade core basal reading programs teachers' manuals organized and how are the units and lessons within them constructed? (b) What do these strategies look like in the four first-grade core reading programs and how often do the comprehension strategies appear and in what sequence? The results revealed that several themes emerged from the content analysis. These themes revolved around the following core basal reading program components: unit themes, literacy centers, morning message, building background, read-alouds, word work, and guiding comprehension. All four core basal reading programs presented the use of story structure, summarizing, and graphic organizers comprehension instructional strategies.en_US
dc.format.extent210 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000100
dc.identifier.otherMajors_alatus_0004D_10118
dc.identifier.urihttps://ir.ua.edu/handle/123456789/607
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducation, Reading
dc.subjectEducation, Curriculum and Instruction
dc.subjectElementary education
dc.titleContent analysis of four core basal reading programs: focusing on comprehension strategies (story structure, summarizing, and the use of graphic organizers)en_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineElementary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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