Interest G ceived In

Is there a connection between perceived influence and policy beliefs among actors in the national reading policy arena? How does their perceived influence relate to their advocacy of phonics-only, whole language-only, or balanced approaches to teaching reading? Drawing on interviews with 103 policy actors who are active in shaping national reading policy, we examined the levels of interest groups ' perceived influence in the national reading policy arena, and their beliefs on reading instructional approaches. Employing thematic analysis and analysis of vari-ance, we found that the interest group community in the national reading policy arena is composed of groups with various levels of perceived influ-ence. Our study also revealed that those interest groups and policymakers show stronger support for a balanced approach than they do for phonics- or whole language-only approaches to reading instruction. The findings from our study suggest that an assessment of various groups ’ influence is needed in order for policy actors to make sensible judgments when choosing policy allies or building coalitions for effective policy actions, and that a consensus about how reading should be taught has been emerging, or may already have emerged, in the national reading policy domain.Center for the Improvement of Early Reading Achievemen