Thesis (M.A.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 68-70).

The problem was to compare the motivational elements of basal reader stories of the past with those of the present. The purpose of the problem were 1) to determine the motivational content as represented by thema found in current basal reader stories and 2) to find differences, if any, between motivational content basal reader stories and findings of previous research.

Thesis (D. Litt. (English))--University of Pretoria, 2003. / Includes bibliographical references.

Project (M.S.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2002. / Includes bibliographical references (leaves 48-51).

Thesis (Ph. D.)--University of Florida, 1986. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 128-133).

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

This research is a content analysis of six recently published basal reader series, each of which begins with a readiness/priming sequence that starts with letters, words, connected strings of words, and a few pages of activities which might be considered general readiness. While this concept of readiness for reading reflects a word recognition view of reading, marketing promotions include eclectic statements regarding philosophy, materials, and methods which reflect an early childhood view of child development and meaning construction. Publishers imply that reading is a process of constructing meaning, but they supply materials for both students and teachers which neither encourage nor allow for meaningfulness. While descriptions of the series studied promise special and unique approaches to readiness, they are very similar to one another in every aspect of readiness. Each provides an overwhelming proportion of activities and workbook pages with the major instructional focus on letters and words. There are minor differences in connected text among the various series, but those differences are primarily in regard to the specific type of vowel control used. Considerations about the syntactic and semantic language systems follow the same formulae throughout the industry. Publishers of basal readers hire professional educators to quote research and lend credibility to their "scientifically" designed programs, but the published materials often contradict statements made by these professionals. While there is some indication in the manuals and promotional materials that suggest knowledge on the part of editors and authors concerning research in the areas of emergent literacy and psycholinguistic theory, there is little within the materials and methods that reflects this knowledge.

The present study is an analysis of six primers adopted for use in the public schools of Texas with the idea of comparing word-meanings used in the six books in order to find out possible sequences for the use of the books.

The problem of this thesis is to make a critical analysis of pre-primers, primers, and first readers of ten series of books published since 1938. Examination of books will be made from the standpoint of unusual interest to children, teachability, psychological, and educational soundness of their construction in promoting growth of the individual pupil and his ultimate good as a person and as a member of a social group.

The purpose of the study was to get the essential information about the pre-primers that were taught in the Dallas County Schools, and to take a representative group and evaluate them as to the merits of the books for classroom use.