READING-INSTRUCTION - PERCEPTIONS OF ELEMENTARY-SCHOOL PRINCIPALS

A stratified random sample of 1,244 U.S. elementary public school principals was surveyed to determine PercePtions of their understanding of current issues in elementary reading instruction and the information sources that they use to learn about current issues in reading. The principals reported four major unresolved reading issues: (a) whole language versus basal approaches; (b) assessment of students' reading progress; (c) the use of tradebooks in place of basals; and (d) ability grouping students for reading instruction. Principals' priority ranking of the four most important unresolved reading issues were (a) whole language versus basal approaches; (b) effective alternative assessment of students' reading progress; (c) alternatives to ability grouping students for reading instruction; and (d) the necessity of phonics instruction as a prerequisite to formal reading instruction. The most frequently consulted reading information sources used by elementary school principals within the past 12 months included (a) professional education magazines, (b) personal contacts with specialists and colleagues, and (c) newspapers. Although college classes were the least used information resource of U.S. elementary school principals within the past 12 months, college courses in reading education rated high in utility along with personal contacts with reading specialists. The study concluded that U.S. elementary school principals report awareness of the important reading issues of the day, but that they may need readily accessible and practical information to significantly impact implementation of the current innovations in reading education.