Time for Reading Instruction: How Much Time Should Schools and Teachers Devote to Reading Instruction in Grades K-2?

Timothy V Rasinski,Jennifer Austin,Barbara Tschantz,Kristen Evans,Jeffrey Papa,Jennifer Lowers,Erin Spear-Hoffman

doi:10.22158/wjer.v7n1p68

Abstract

Although research has indicated that time allotted for instruction in reading is associated with reading achievement, no studies have examined what is the appropriate or optimal time that should be given to reading instruction in the primary grades (grades K-2). Given the understanding that it is the teachers themselves who would have the best sense of the appropriate time for reading instruction and its various components. Results of the survey indicate that teachers feel that 178-198 minutes be devoted to the general literacy curriculum, while 62-71 minutes be devoted to the core reading curriculum per day. We note that the allocation of time to the major components of reading instruction (word study, fluency, and comprehension) varied considerably. In follow-up survey inquiries, a significant number of teachers manifest difficulties in actually meeting their own recommendations for time appropriation for reading instruction. Among the factors that keep teachers from meeting their recommendations for instructional time are special events that disrupt and disturb the time given for instruction. Recommendations for making time for literacy instruction for effective and efficient are considered.

Highlights

Over the past century, and during the past 25 years, the teaching of reading has been the subject of a great deal of scientific research
The survey focused on the key or core components of reading instruction identified by the National Reading Panel as well as other areas identified by scholars and practitioners that are associated with reading achievement and good reading instruction for kindergarten through grade 2
In order to determine the total amount of time per week that should be devoted to reading instruction we summed first the time that is appropriate for the core reading curriculum

Summary

Introduction

During the past 25 years, the teaching of reading has been the subject of a great deal of scientific research. The present study, is an initial exploration into the issue of the appropriate amount of time that should be allotted for reading instruction in grades K-2. Allington and his research team observed multiple first- and fourth-grade classrooms for at least ten days and reported on six common features of effective elementary literacy instruction—time, texts, teaching, talk, tasks, and testing These six elements work together to help improve student learning and literacy; time spent reading in a classroom is the first essential element. He found that effective teachers “routinely had children reading and writing for as much as half of the school day” This study may provide some parameters, based on the work of practicing teachers, for making more informed decisions about time for reading instruction. 1.1 Research Questions The present study was guided by the following major research questions: How much time do teachers in grades K-2 allocate for reading instruction and for the various components of the reading curriculum? Secondly, to what extent are teachers in grades K-2 able to meet their own recommended time allocations in their actual instruction

Methods

Results

Conclusion