Administrator Knowledge of Early Reading Instruction

Abstract

Reading achievement continues to be a significant focus in the U.S. educational system. Despite an abundance of evidence about the importance of early reading instruction, prior research has shown that many pre-service and in-service general education and special education teachers are not knowledgeable about basic reading concepts. Less is known about administrator knowledge of early reading instruction. School administrators often make decisions regarding professional development in reading for teachers. Since school administrators are making these decisions, it is important that their knowledge of early reading instruction is studied. The purpose of this study was to extend the research base by examining the knowledge that administrators have related to early reading instruction as well as their confidence in evaluating teachers of reading. The national questionnaire was completed by kindergarten through sixth grade administrators and incorporated questions from the Survey of Language Constructs Related to Literacy Acquisition, an instrument originally designed to assess teacher content knowledge of basic language constructs.Overall, the data indicated that administrators are confident in their ability to provide feedback to teachers about early reading instruction. However, their knowledge is not extensive, and the relationship between knowledge and confidence, while significant, is modest. The data also showed that the administrators' degree (Master’s or doctorate) does not affect either their knowledge or their confidence. What seems to be most important is the number of courses that administrators have taken in early reading instruction.