ERIC Number: ED410520
Record Type: Non-Journal
Publication Date: 1997-May
Reference Count: N/A
Highlights of the NYSUT Telephone Survey of Elementary Teachers on Reading.
New York State United Teachers.
New York State United Teachers (NYSUT) conducted a statewide telephone survey of 531 randomly selected kindergarten through fourth-grade public school teachers to obtain information on how schools prevent and address reading problems. Results indicated that (1) 95% of respondents said remediation should begin at grade 1 or earlier, but less than half of the respondents in New York City reported that intervention and remediation actually begins at grade 1 or earlier; (2) students in kindergarten through grade 4 spend an average of 68 minutes each day in formal reading instruction; (3) 94% of respondents said there should be specific indicators of what students are expected to learn in reading at their grade level, but 40% report that their school or district has not established such indicators; (4) 28% of respondents indicated there was not a coordinated reading program at their school; (5) only 10% reported that there was a reading test or assessment that a student must pass to be promoted into their grade level; (6) statewide, grade 1-4 teachers report that 33% of their students were reading below grade level; (7) statewide, 22% of grade 1-4 students who were reading below grade level had English as a second language; (8) statewide, 24% of respondents did not have the assistance of a reading specialist; (9) factors critical in helping all students learn to read that were identified by two-thirds or more of all teacher respondents were early intervention, parent involvement, and reduced class size; and (10) statewide, respondents had an average of 20 credit hours of undergraduate or graduate college courses in the teaching of reading. (RS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: New York State United Teachers.
Identifiers - Location: New York