ERIC Number: ED265497
Record Type: Non-Journal
Publication Date: 1985-May
Reference Count: N/A
Leadership in Reading Instruction.
Vornberg, James A.; Sampson, Michael
A study examined the leadership and management of reading programs from the viewpoint of principals and reading teachers. A questionnaire designed to describe and evaluate the reading programs in their schools was completed by 153 principals and teachers from public and private schools. Analysis of the results indicates that the nation's reading programs seem to be moving toward holistic programs, which stress comprehension and problem solving, and away from lock-step mastery learning programs that stress subskills and memorization. Some problems identified are a lack of time for teachers to provide individual help and for students to practice their skills, classes that are too large, and lack of flexibility in school programs. Teachers have a positive view of the principal as the administrator of the program, but as a director of learning resources rather than as an administrator who assertively directs teachers' efforts. Principals rated teachers high in terms of classroom environment, individualized instruction, and understanding and supporting the school's philosophy of reading, but indicated that their greatest shortcoming is in their lack of creativity in reading instruction and their reliance on commercial materials. (EL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Phi Delta Kappa, Commerce, TX. East Texas State Chapter.