Decodable Texts for Beginning Reading Instruction: The Year 2000 Basals

Abstract

This study focuses on the features of the first grade texts included in basal readers used for beginning reading instruction in Texas during the year 2000 adoption period. The authors investigated the general features of student texts with respect to the instructional design of the text, the accessibility of the text for beginning readers, and the engaging qualities of the texts. The features of these basal readers were then compared to the programs previously adopted in Texas (1987 and 1993 adoption periods). Using a variety of analyses, findings suggest that the mandate by the state of Texas to include more “decodable” texts did in fact, heavily influence the materials presented to beginning readers. In addition, there was an apparent lock of attention to other features that support beginning readers, specifically, predictability and the engaging qualities of the texts. The findings suggest that policy mandates have a direct influence on the content and nature of reading programs placed in the hands of teachers and students.

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