How Teachers Make Instructional Decisions When Implementing a New Core Reading Program

This mixed-method study examined the extent to which content knowledge of instructional approaches and strategies, knowledge of the five Scientifically Based Reading Research (SBRR) components, and knowledge of the student learner were factors associated with teacher instructional decision making when implementing a new core reading program. Twenty six kindergarten through third grade teachers responded to a detailed questionnaire regarding use and perceptions. Twelve teachers were interviewed to further investigate factors that influenced teacher instructional decision making. Analysis of data showed that teachers made meaningful and thoughtful instructional decisions for reading instruction when implementing a new core reading program. Teachers most often based their instructional decision making on their knowledge of instructional approaches and strategies emphasizing differentiated instruction, flexible grouping, comprehension strategy instruction, and guided reading. Teachers made instructional decisions based on students' need to develop critical thinking skills, be engaged and motivated to learn, and acquire necessary skills for future success. Teachers' level of experience instructing at their present grade level, the amount and quality of professional development, and the support of the school administrator were found to influence implementation and instructional decision making when using a new core reading program