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A study investigated how the beliefs of literacy scholars affect the development of basal reading programs, the roles literacy scholars play in the development of new reading programs, and some of the critical factors that affect the disposition of innovative ideas. Two literacy scholars who had actively collaborated on the development of separate basal reading programs were selected. Analysis of documents created in and around the development of two basal reading programs was augmented with retrospective interviews. Results indicated that: (1) the innovative ideas which the authors intended to contribute to their programs had clear connections to their research careers; (2) each author was an active participant in the process; (3) publishers considered innovative ideas advocated by authors in relation to the overall program; (4) the authors' intentions of introducing innovative approaches to literacy instruction and assessment resulted in different outcomes; and (5) the authors seldom exercised absolute control over the decision-making processes. Results also indicated that both basal reading programs were assembled with attention to "the market"; literacy research was used to advance innovative ideas; and the authors' contributions of innovative ideas were subject to historical influences. Findings suggest that the decision-making processes out of which the basal reading programs emerged can be viewed as compromises negotiated among the following tensions: between innovation and tradition, between contemporary realities and future possibilities, between audiences (teachers versus students), between competing assumptions about the foundations of proficiency (skills-based versus holism), between competing models of literacy learning, and between conceptions of teaching (art versus science.) (Contains 63 references.) (RS)

Descriptors: Basal Reading, Case Studies, Decision Making, Elementary Education, Publishing Industry, Reading Programs, Reading Research, Research Utilization, Writing for Publication











Autor: Wile, J. M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9694&id=ED380767







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