Article Critique

Claude St. Gerard

Article Critique

St. Thomas University

Dr. Song

12/18/14

Abstract

A stratified random sample of 1,244 US elementary public school principals was surveyed to determine perceptions of their understanding of current issues in elementary reading instruction and the information sources that they use to learn about current issues in reading. The principals reported four major unresolved reading issues: (a) Whole language versus basal approaches; (b) assessment of students' reading progress; (c) the use of trade books in place of basals; and (d) ability grouping students for reading instruction.

The article, “Reading Instruction: perceptions of Elementary School Principals” analyses the perceptions of elementary school principals in regards to reading instruction of their school’s reading programme. It profoundly highlights throughout the employment of research how gravely important it is for elementary school principals to be not only aware of certain perennial reading issues affecting students across the States but to illustrate “that the quality of School principals’ instructional leadership in School reading programmes is directly linked to the quality of their knowledge about reading instruction.”

As was debated in the article by scholars,“a School’s reading programme depends largely upon the quality of School principals’ knowledge of and involvement in the School reading programme” (Ellis, 1986; McNinch & Richmond, 1983; McWilliams, 1981; Weber, 1971). Without substantial knowledge about reading issues and reading education, elementary School principals will have a difficult task ahead of them in implementing current innovations in reading education. Throughout the article, there was mention and comparisons of past and current research that suggests that “elementary school principals should bear a major responsibility for the School reading programme and have an ethical and professional obligation to be conversant in the...