Do teachers who read personally use recommended literacy practices in their classrooms?

Abstract

Elementary teachers have been encouraged to serve as models of reading for their students. They have also been advised to implement specific literacy instructional practices in their classrooms. Although such suggestions are common and are considered to be sound advice, the research literature offers limited support for them. In this study, 1874 elementary teachers nationwide were surveyed to determine their level of commitment as readers, as well as to establish their use of recommended literacy instructional practices. Among the results was a significant linear relationship between teachers who read personally and their use of recommended literacy practices in their classrooms. Significant results were also found regarding differences among teachers by grade level, teacher age, and years of teaching experience. Specific recommendations are provided based on results of the survey.