A design-of-instruction analysis of concept teaching in five basal language programs: Violations from the bottom up

Asha K. Jitendra, Edward J. Kameenui

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Concept-teaching procedures in five basal language programs for the early grades were reviewed and analyzed on the basis of 11 design-of-instruction criteria. These criteria were drawn from empirically based models of concept teaching. Two levels of analyses were conducted. In the first analysis, the lessons for teaching five common concepts were examined and judged. A second analysis scrutinized additional concepts selected at random from each of the programs. Results suggest that concept-teaching procedures promoted by basal language programs rarely meet the criteria. Discrepancies between and across basal language programs also were found.

Original languageEnglish (US)
Pages (from-to)199-219
Number of pages21
JournalThe Journal of Special Education
Volume22
Issue number2
DOIs
StatePublished - Jul 1988

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