What Teachers Want: A Statewide Survey of Reading and English Language Arts Teachers’ Instructional Materials, Preferences, and Practices

ABSTRACT

This study reports the results of a survey of a representative sample of 1,206 elementary reading and English Language Arts teachers in Oregon to learn (1) what materials are currently being used, (2) what materials teachers would prefer, and (3) what instructional practices teachers use. Qualitative data included 365 comments and 34 interviews with participants. Results indicated that in grades K–6 core reading programs were the predominant material, but that these teachers also preferred to use trade books. The majority of grade 7–12 teachers reported mainly using trade books. Teachers reported using promising literacy practices, but data indicated that packaged programs are associated with reduced opportunities for students to engage in these practices. Teachers wanted to use their professional judgment to make decisions about materials.

KEYWORDS:

• Curriculum policy; literacy instructional materials; literacy instructional practices; reading

Acknowledgments

The authors thank the following ToTL members who actively participated in the development of this study and in distributing the survey: Aimee Alexander-Shea, Eastern Oregon University; Carol Brazo, George Fox University; Kris Molitor, George Fox University; Ruth Shagoury, Lewis & Clark College; David Ward, Lewis & Clark College; Kathryn Ciechanowski, Oregon State University; Margaret Perrow, Southern Oregon University; Rebecca Olien, Southern Oregon University; Peter Thacker, University of Portland; Audrey Lucero, University of Oregon; Jill Bryant, Portland Community College; Rita Moore, Willamette University; Tracy Smiles, Western Oregon University; Kimberly Ilovsay, University of Portland; Erin Wilder, Southern Oregon University; Donna Kalmbach Phillips, Pacific University; Ken Winograd, Oregon State University; Jennifer Schulze, Western Oregon University; Beth LaForce, George Fox University; Katy Turpen, George Fox University; Amy Lutz, George Fox University; Susanna Steeg, George Fox University; Karren Timmermans, Pacific University; Catherine Kim, Pacific University; Robert Nava, Warner Pacific University; Sarri Gibson, Linfield College; and Kathy Porterfield, Concordia University.