Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Elementary Education and Teaching | Reading and Language | Secondary Education and Teaching | Teacher Education and Professional Development
This study reports the results of a survey of a representative sample of 1,206 K-6 classroom and 7-12 English Language Arts teachers in Oregon to learn 1) what reading instructional materials are currently being used, 2) what reading instructional materials teachers would prefer, 3) what reading instructional materials teachers wanted to have included on the state approved materials list, and 4) what instructional practices teachers use. Results indicated that in grades K-6 basal/core reading programs were the predominant material in use, but that these teachers preferred to use trade books. The majority of grades 7-12 English Language Arts teachers reported mainly using trade books for reading instruction. Teachers wanted to use their professional judgment to make decisions about materials. When asked about revisions to the Oregon Statute 337 and the Oregon Administrative Rule 581 Division 11, only 4.5% of Oregon K-12 teachers wanted their choice limited to basal/core reading programs. All others wanted flexibility in selecting instructional materials. Overall teacher preferences for the approved instructional materials were not associated with teacher type, grade level, school context, or school Title I status.
Lenski, Sue; McElhone, Dot; Larson, Mindy Legard; Yeigh, Maika; Lauritzen, Carol; Villagómez, Amanda; Davis, Dennis; LeJeune, Marie; and Landon-Hays, Melanie, "Oregon Reading Instructional Materials and Practices Statewide Survey Executive Summary" (2015). Faculty Publications. Published Version. Submission 11.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Reading and Language Commons, Secondary Education and Teaching Commons