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Findings emphasize year-round home access to books, daily independent reading time, and instruction that blends print and digital resources. The report also details barriers tied to curriculum demands, limited library staffing, and insufficient classroom and home book access—especially in high-poverty settings. It further outlines educator views on culturally relevant materials and summer reading strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-principal-school-report-focus-on-literacy/586484/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-principal-school-report-focus-on-literacy/586484.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What do most teachers and principals agree is important for literacy?","Question",{"text":112,"@type":113},"They agree that providing year-round access to books at home is important for student achievement, and that students should have time during the school day to read independently.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the main barriers to independent reading time?",{"text":117,"@type":113},"Educators cite demands of the curriculum as the primary barrier preventing independent reading from happening more frequently.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report describe reading resources at home and in schools?",{"text":121,"@type":113},"Many educators report inadequate access to fiction or nonfiction books at home and highlight needs for more robust classroom libraries, including culturally relevant titles and updated book collections.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586484,1792230531,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","TEACHER & PRINCIPAL SCHOOL REPORT  \nFocus on Literacy  \nScholastic thanks the 2016 State Teachers of the Year for their insights and thoughtful feedback as we created the survey and prepared this report, exploring literacy in U.S. schools.  \nAs a proud sponsor of the National Teacher of the Year program, Scholastic also thanks the Council of Chief State School Officers (CCSSO) for facilitating the partnership with the State Teachers of the Year and helping us elevate the voices of our nation’s educators.  \nTABLE OF CONTENTS  \nOVERVIEW & KEY FINDINGS ............................................................................................... 04  \nEDUCATORS & THE IMPORTANCE OF READING....................................................... 10  \nREADING IN SCHOOL ................................................................................................................18  \nREADING & THE HOME-TO-SCHOOL CONNECTION ...............................................29  \nSUMMER READING.....................................................................................................................37  \nSURVEY METHODOLOGY.......................................................................................................42  \nAPPENDIX A: DEMOGRAPHICS OF SAMPLE............................................................... 46  \nAPPENDIX B: EXPANDED SURVEY RESULTS.............................................................. 50  \n3 | Table of Contents  \nOverview & Key Findings  \nEducators & the Importance of Reading  \nThere is no debate among teachers and principals: access to books and time for reading are important for their students’ learning. To promote literacy, educators employ a variety of strategies, many of which differ by grade, both inside and outside the classroom.  \n• The overwhelming majority of teachers and principals agree that “providing year-round access to books at home is important to enhancing student achievement” (96%) and that “students should have time during the school day to read a book of their choice independently”(94%) . (Page 12)  \n• In school, teachers are most likely to promote reading by talking with their students about literacy and the books they read, as well as encouraging use of the school library. (Page 13)  \n• Outside of school, teachers are most likely to encourage summer reading and make books available to take home during the year. Principals are more likely than teachers to host or participate in a book fair and make books available for students over the summer. (Page 14)  \n• Each activity to promote reading among students is more likely to occur in elementary schools and many are more likely to occur in high-poverty schools. (Pages 15–17)  \n4 | Overview & Key Findings  \nReading in School  \nTeachers and principals have observed that independent reading offers many benefits to students, especially increased skills and engagement; however, educators face barriers when trying to allocate time to independent reading, even as many wish it occurred more often.  \n• While 77% of teachers set time aside for independent reading/read aloud, only 36% do this every school day. When this occurs, students spend 22 minutes on average engaging in independent reading/read aloud. (Page 21)  \n• Nearly two in three teachers (63%) wish independent reading/read aloud time occurred more often, and these teachers cite demands of the curriculum as the primary barrier to preventing independent reading from occurring more frequently (90%) . (Page 24)  \n• The overwhelming majority of teachers (91%) prefer to use a combination of engaging print and digital resources for instruction rather than a basal textbook, and 97% of principals share this preference. (Page 26)  \n• Four in ten principals (39%) report not having a full-time school librarian, and 27% of schools are only able to add books to their libraries once a year or less often. (Pages 27 & 28)  \n5 | Overview & Key Findings  \nReading & the Home-to-School Connec","cbCaif1v7CUj1gKj","https://ap.wps.com/l/cbCaif1v7CUj1gKj","pdf",1026316,57,"English","# Overview & Key Findings\n## Educators & the Importance of Reading\n## Reading in School\n## Reading & the Home-to-School Connection\n## Summer Reading\n## Survey Methodology\n## Appendix A: Demographics of Sample\n## Appendix B: Expanded Survey Results","[{\"question\":\"What do most teachers and principals agree is important for literacy?\",\"answer\":\"They agree that providing year-round access to books at home is important for student achievement, and that students should have time during the school day to read independently.\"},{\"question\":\"What are the main barriers to independent reading time?\",\"answer\":\"Educators cite demands of the curriculum as the primary barrier preventing independent reading from happening more frequently.\"},{\"question\":\"How does the report describe reading resources at home and in schools?\",\"answer\":\"Many educators report inadequate access to fiction or nonfiction books at home and highlight needs for more robust classroom libraries, including culturally relevant titles and updated book collections.\"}]","TEACHER & PRINCIPAL SCHOOL REPORT - Focus on Literacy | PDF",1792058043,144]