The purpose of reading and the context of the passage must be included in the education process.
Dissatisfaction with basal programs has mounted in recent years, in part due to this consideration for the purposes behind reading. Basal stories sections may in some cases contain unrealistic linguistic characters to demonstrate various aspects of the component education process. (CELT, 1998)
In response to these concerns from parents and educators, curriculum publishers, state departments of education, and school districts themselves have begun the institution of sweeping reforms in reading/literacy teaching programs.
A principle objective is the development of literature-based systems that rely on texts written with the intent of reading; which could easily be found outside a classroom; rather than basals that exist only for reading classroom use. Further investigation is required to determine to what extent this new concept truly alters the face of literacy education, towards a determination of the best way to transition away from basal.
Newer theories that question the basis of basal instruction dispense with the grade-level restrictions that actively prevent some teachers from using texts designated for higher grades. Literature-based programs permit texts as long as they contribute to the interests of readers or are relevant to a particular academic topic.
The goal is a new kind of literature program that draws on a the classroom as a community. Teachers and students using literature-based programs choose from a greater selection of actual, unadapted texts as they would appear outside a classroom. A purely basal approach, based on a mechanistic theory may not allow for the leaps of intuition that are necessary for true, fluent comprehension, should the students be subjected to a laundry list of abstractions.
Some researchers make the ...Show more