A Tale of Two Text Experiences? Examining Differences for Title I and Non–Title I Schools

• In Event: AERA Poster Session 3
  In Poster Session: Concepts and Considerations in Literacy Education

Abstract

Central to any examination of reading instruction is an evaluation of the texts read. In this study, a random sample of elementary teachers from across the United States (N=1136) were surveyed about their use of texts in the classroom. We report the findings and examined whether there were differences in reported text use based on Title 1 status of the school. Results suggest significant differences for the amount of time reported in some types of texts. Specifically, teachers in Title 1 schools were more likely to use textbooks, worksheets, and digital devices and less likely to use picture books and chapter books. In light of the importance of high-quality and complex texts, we discuss future directions for practice and research.

Authors

• Kristin Conradi Smith, The College of William & Mary

• Allison W. Parsons, George Mason University

• Margaret Vaughn, Washington State University - Pullman