Figure 1:
The respondents were…
- Total 479 responses
- General education instuctor – 264, 55%
- Reading/lieracy specialist or coach 133, 28%
- Special education instructor 74, 15%
- Other 58, 12%
Figure 2:
Seventy percent of educators reported using a mix of published curricular materials and teacher-created materials, and 5% of educators reported solely using teacher-created materials. Of the 25% published curricular materials that teachers reported using, the most-used were Fundations at 15%, Reading A-Z at 12%, Lexia Core5 Reading at 10%, Heggerty Phonemic Awareness at 9%, Units of Study for Teaching Writing at 8%, and Fountas & Pinnell Classroom at 7%.
Figure 3:
Breakdown for Reading.
- 0% 20-30 minutes reading.
- 5% 31-45 minutes reading.
- 30% 45-60 minutes reading./li>
- 39% 61-90 minutes reading.
- 26% more than 90 minutes reading.
Breakdown for Writing.
- 3% 20-30 minutes reading.
- 49% 31-45 minutes reading.
- 37% 45-60 minutes reading.
- 5% 61-90 minutes reading.
- 5% More than 90 minutes reading.
Figure 4:
On average and over the course of a year, educators reported spending the following number of minutes on these skills during their daily literacy block:
- Writing 30 minutes
- Comprehension 24 minutes
- Phonics and Decoding 23 minutes
- Phonological and Phonemic Awareness 15 minutes
- Fluency 14 minutes
Figure 5:
Engage small groups of students in discussions of texts at their instructional level:
- 1% Not at all
- 8% Small Extent
- 29% Moderate Extent
- 62% Great Extent
Facilitate a discussion with the whole class about a read aloud text:
- 5% Not at all
- 11% Small Extent
- 26% Moderate Extent
- 58% Great Extent
Teach students to apply specific reading comprehension strategies (e.g., making connections) when reading a text:
- 1% Not at all
- 7% Small Extent
- 40% Moderate Extent
- 52% Great Extent
Ask students questions about a text, moving form literal to inerential questions:
- 1% Not at all
- 6% Small Extent
- 45% Moderate Extent
- 48% Great Extent
Use versions of a text for small groups, on the same topic, matched to their reading level:
- 6% Not at all
- 25% Small Extent
- 38% Moderate Extent
- 30% Great Extent
Read aloud a series of related texts on the same topic with the whole class:
- 9% Not at all
- 22% Small Extent
- 39% Moderate Extent
- 30% Great Extent
Figure 6:
Listen to individual students read sentences or texts aloud and follow with corrective feedback:
- 1% Not at all
- 12% Small Extent
- 33% Moderate Extent
- 54% Great Extent
Teach high-frequency or sight words with emphasis on their letters and sounds:
- 4% Not at all
- 14% Small Extent
- 35% Moderate Extent
- 47% Great Extent
Teach specific strategies for reading with expression:
- 1% Not at all
- 18% Small Extent
- 41% Moderate Extent
- 40% Great Extent
Provide high-frequency word lists for students to both practice and memorize:
- 13% Not at all
- 28% Small Extent
- 29% Moderate Extent
- 30% Great Extent
Require students to repeatedly read the same short text(s):
- 6% Not at all
- 25% Small Extent
- 41% Moderate Extent
- 28% Great Extent
Explicitly talk to students about the importance of reading rapidly or increasing reading speed:
- 14% Not at all
- 36% Small Extent
- 28% Moderate Extent
- 22% Great Extent
Conduct Choral reading or echo reading (e.g., teacher reads a section of text aloud and then student(s) reads same section aloud) in small groups.
- 14% Not at all
- 29% Small Extent
- 37% Moderate Extent
- 20% Great Extent
Figure 7:
Percentage of Respondents breakdown:
Educator Assesses
- Every 8 weeks 13%
- Every 6 weeks 16%
- Monthly 25%
- Biweekly 34%
- Weekly 13%
Another Staff Member Assesses
- Every 8 weeks 28%
- Every 6 weeks 21%
- Monthly 21%
- Biweekly 21%
- Weekly 9%