Issues in Reading Instruction: The Views and Information Sources of State-Level Textbook Adoption Committee Members
Document Type
Article
Journal/Book Title/Conference
Reading Research and Instruction
Volume
34
Issue
2
Publication Date
1995
First Page
149
Last Page
171
Abstract
The entire population of current functioning state‐level textbook adoption committee members in 13 state‐level adoption states (141) were surveyed to determine: (a) their perceptions of current issues in elementary reading instruction, and (b) their information sources.
State‐level textbook adoption committee members reported four major unresolved reading issues: (a) the assessment of students' reading progress, (b) the whole language vs. basal approaches, (c) the use of ability grouping for reading instruction, and (d) the use of tradebooks in place of basals. The most frequently consulted reading information sources used by state‐level textbook adoption committee members within the past twelve months included: magazines, newspapers, and newsletter articles, TV and radio broadcasts, and personal contacts with reading experts. The authors conclude that state‐level textbook adoption committee members are aware of the important reading issues of the day, but that they may lack sufficient specific knowledge of the issues or feel legally constrained by current policies, politics, and economics of basal reading adoption to significantly impact any changes or innovations in reading education.
Recommended Citation
Reutzel, D. R., Hollingsworth, P. M., & Sudweeks, P. M. (1995). Issues in Reading Instruction: The Views and Information Sources of State-Level Textbook Adoption Committee Members. Reading Research and Instruction, 34 (2), pp. 149-171.
