Areas of Reading

AREA PRIORITY (AVERAGE)

Teaching Phonemic Awareness 1.75

Effective Phonics Instruction 2

Teaching Spelling and Word 2.375

Study

Areas of Reading: Teaching Comprehension scored the highest at 2.88; Teaching Vocabulary Teaching for Fluent Reading 2.625

and Teaching for Fluent Reading were the second highest prioritized category, scoring a 2.625. Teaching Vocabulary 2.625

Teaching Comprehension 2.875

Strategies

Areas of Reading
3.00

2.88

2.63 2.63
2.50

2.38

2.00
2.00

1.75

1.50

1.00
Teaching Phonemic Awareness Effective Phonics Instruction Teaching Spelling and Word Study Teaching for Fluent Reading Teaching Vocabulary Teaching Comprehension Strategies

1
 Feature of Instruction

Areas of Reading: FEATURE PRIORITY (AVERAGE)

Effective Instruction for Struggling Readers 3.00

1 - Effective Instruction for Struggling Readers was identified as the highest priority
category in “Features of Instruction,” average the maximum amount that it could Selecting Appropriate Text for Reading Instruction 2.125
score in priority level. Small Group Instruction and Monitoring Student Progress
Organizing/Managing Small-Group Reading Instruction 2.375
scored averages of 2.38, while Using Results to Plan Instruction was fourth with a
score of 2.25. Selection of Text for reading instruction still scored above the level of Using the Results of Assessments to Plan Instruction 2.250
“medium priority.”
Monitoring Student Progress in Reading 2.375

Areas of Reading
3.00
3.00

2.50

2.38 2.38

2.25
Priority (Average)

2.13
2.00

1.50

1.00
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ctiv ctin aniz g th itori
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stru rop Man esu tud
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Stru t mal ses gres
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1
 Comprehension

Comprehension: Within the area of comprehension, teachers expressed the FEATURE PRIORITY (AVERAGE)
greatest need for “strategies,” scoring an average of 2.75; Narrative/Expository
Comprehension Strategies 2.75
Materials and Comprehension Assessments both scored an average that is above
“2” or “medium priority.” Narrative/Expository Materials 2.50

Comprehension Assessments 2.375

Comprehension
3.00

2.75

2.50
2.50

2.38
Priority (Average)

2.00

1.50

1.00
Com Nar Com
preh rativ preh
ens e/E ens
ion xpo ion
Stra sito Ass
tegi ry M ess
es ater men
ials ts

1
 Fluency

Fluency: Within the category of Fluency, teachers expressed the greatest need for FEATURE PRIORITY (AVERAGE)
professional development in the realm of Instructional Techniques for Teaching
Assessing Oral Reading Fluency 2
Fluency, at 2.75 average priority level. Assessing Oral Reading Fluency Scored a flat
2.0, while Fluency Rates to Norms was listed below a “medium priority” at 1.75. Comparing Fluency Rates to Norms 1.75

Instructional Techniques for Fluency 2.75

Fluency
3

2.75

2
Priority (Average)

2.00

1.75
2

1
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ess par ruct
ing ing iona
Ora Flue l Te
l Re ncy chn
adin Rat ique
g Fl es t s fo
uen oN r Flu
cy orm enc
s y

1
 Vocabulary

Vocabulary: Within the category of Vocabulary, teachers prioritized “Selecting FEATURE PRIORITY (AVERAGE)
Materials for Growth” as the highest priority, at 2.875; “Strategies for Explicit
Selecting Materials for Growth 2.875
Teaching (Use of Context)” scored relatively high, at 2.5 on the priority average. All
three other categories scored an average less than “medium priority.” Selecting Grad Level Words 1.8750

Strategies for Explicit Teaching (Use of Context) 2.50

Explicit Lessons on Word Types 1.875

Morpheme Strategies: prefixes, suffixes, Latin/Greek Roots 1.875

Vocabulary
3

2.88

2.50

2
Priority (Average)

1.88 1.875 1.875

1
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1
 Phonics/Decoding

Phonics/Decoding: This category had the lowest overall average of priority level, at FEATURE PRIORITY (AVERAGE)
1.844. The only sub-category listed above the “medium priority” level was “Sound
Letter and Syllable Patterns 1.75
Blending, Word Analysis, Word Sorting Techniques.”
Sound Blending, Word Analysis, Word Sorting Techniques 2.25

Assessing to identify decoding instruction 1.50

Explicit phonics instruction 1.875

Category Average 1.844

Phonics/Decoding
3

2.25
Priority (Average)

1.88

1.75

1.50

1
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