Teaching for Success: A Comparison Study of Teachers' Perceptions of Different Approaches to the Instruction of Reading

The purpose of this study was to explore any differences in teachers' perceptions and attitudes toward student achievement of learning when using two different state-mandated commercial reading programs.

The study identified the nature of the relationship and implications between teachers' perceptions and attitudes toward student learning when using two different state-mandated commercial reading instructional programs.

A constructivist learning theory and a behavioral theory provided the framework for the study and guided the study.

A discussion and review of reading instruction and methods and commercial reading programs provided a basis to understand the history and significance of the reading instructional methods debate.

This study used a mixed-methods approach to gather and analyze the data using a Likert scale on a quantitative survey and qualitative interviews.

The study's findings indicated there was a significant difference in public elementary school teachers' perceptions of student achievement resulting from the implementation of an assigned state-mandated commercial reading program.

This study found that school districts would benefit from allowing teachers to use supplemental materials to make their programs more balanced.

The findings indicated that teachers would prefer reading programs that are either less or more structured than the one they currently use.

Additional research is needed to uncover other aspects of effectiveness of these programs or from the perceptions of the students and parents or with other programs as well.