Principles and Practices of Reading Instruction Provided in Grades K-5 in the Fairport Central Schools

Abstract

The purpose of this study was to identify the principles and practices currently implemented in providing reading instruction in kindergarten through grade five in the Fairport Central School District. The subjects in this study included 149 elementary classroom teachers and 11 elementary reading teachers from the four elementary school buildings in the Fairport Central School District. Of these 160 teachers, 10 of them were also interviewed. The survey responses were presented quantitatively. All of the answers on the survey questions were compared by percentages of the total number of responses. Both the survey results and the interview responses were analyzed qualitatively to locate any patterns or trends that occurred. The findings revealed that there are a wide variety of professional principles and practices being currently implemented in teaching reading in Fairport in grades K-5. The district adopted the Houghton Mifflin Literary Reader about ten years ago, and it is still used in a variety of ways. There is an emphasis on early intervention, and reading instruction incorporates reading, writing, listening, and speaking through a variety of methods. The administration and teachers support each other in efforts to bring about reading success for all students. Flexibility, team teaching, daily reading, and providing successful reading opportunities were other key pieces of teachers' reading philosophies and instruction. The teachers' experience, with an average of twenty years, coupled with a high level of professionalism, allows for continuous growth in the well-rounded reading program.