Do teachers select appropriate instructional materials for individualized reading instruction?

A questionnaire was administered to 131 teachers in sixteen elementary schools and six junior high and high schools in the Ventura Unified School District to determine whether instructional materials selected for individualized reading instruction were appropriate. Seventy six teachers responded from fourteen elementary and six secondary schools. Correlation of a pilot and final instrument yielded a Pearson Product-Moment Correlation Coefficient of .79. Statistical reliability approached the .80 level. Response scores were computed using a modified Likert scale progressing from five to zero. The answers were sought to three basic questions. These questions and the characterization of the means of the response scores for related items were: 1. Are decisions about instructional materials based on diagnosis? ("sometimes”) 2. Are the selected materials appropriate? ("often") 3. Are materials available in sufficient number and variety? (“usually”). Schools and grade levels were identified for which the characterization of the means of response scores was "seldom" for specified kinds of diagnostic tests. Schools were specified where a sufficiency of materials was characterized as being available less than “usually". Tests were identified which were most widely used and thought to be most valuable. Materials were identified which were used to implement individualized instruction based on diagnosis. Recommendations were made: l. That in-service training in individualized reading instruction be instituted. 2. That a District diagnostic procedure be established. 3. That diagnostic data be centrally processed and recommendations for individual students be provided for classroom teachers.4. That insufficiencies in materials be verified and immediately corrected.

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