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• W2783154793 abstract "A study described first-grade teachers' beliefs and practices about reading instruction. Drawing from interview and observational data, 16 teachers from 4 districts in south-central Texas were placed on a continuum from skills-based to literature-based in relationship to their use of the basal. Only 2 teachers were found to rely solely on the basal, while 3 teachers enhanced the basal with literature, and 4 teachers used only literature in the reading instruction. Six teachers enhanced their basal use with additional skills and one teacher relied on skills only in her reading instruction. This diversity of teaching beliefs and practices was corroborated by questionnaire data from a larger sample of teachers. Next, a framewurk developed by M. Belenky and others was used to categorize teachers' of knowing. Findings showed one teacher to be a silent knower, six were received knowers, one was a subjective knower, seven were procedural knower , and one was a connected knower. Result^ challenge P. Shannon's hypothesis that basals deskill teachers while supporting L. Sosniak and S. Stodolsky's view that teachers are more autonomous in their use of textbook materials. (Contains 36 references and 3 figures of data. An appendix presents a summary of the ways of knowing categories.) (Author/RS) Reproductions supplied by EDRS are the best that can be made * from the original document. *******************************i **********i.AA**:.A********************* Reading Instruction in First-Grade Classrooms: Do Basals Control Teachers? James V. Hoffman Sarah J. McCarthey Debra Bayles Debra Price Bonnie Elliott The University of Texas at Austin Mark Dressman New Mexico State University Judy Abbott West Virginia University elS U s DEPARTMENT OF EDUCATION Once 04 Educahonal Rasewch and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) eg(fhts ClOcurnent hss teen reOroduceO as teCeived Non+ the moon or 0,genizahon originating .1 o Minor Changes have been hfide to improve ,eprOduttion gushty Points of view or opohons stateo.n this document Oo not necessanly represent ollsc.al OE RI 005ItiOn or ooficy National Reading Research Center READING RESEARCH REPORT NO. 43 Fall 1995 BEST COPY AVAILABLE" @default.
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• W2783154793 date "1995-01-01" @default.
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• W2783154793 title "Reading instruction in first-grade classrooms: Do basals control teachers?" @default.
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