Follow-up Survey of Graduates in Reading
Fall 2010 – Spring 2011
Rate how well you were prepared in the following areas.
Rate each item on a 3-point scale with 3 = Very Prepared, 2 = Prepared, 1 – Not Well Prepared
Item
I teach reading as a process.
I can identify the nature and multiple causes of reading and
writing difficulties
I understanding the importance of literacy for personal and
social growth
I recognize that literacy can be a means for transmitting moral
and cultural values
I recognize that reading is the process of constructing
meaning through the interaction of the reader’s existing
knowledge, the information suggested by the written
language, and the context of the reading situation
I know major theories of language development, cognition,
and learning
I recognize the impact of physical, perceptual, emotional,
social, cultural, environmental, and intellectual factors on
learning, language development, and reading acquisition
I demonstrate an understanding that written language is a
symbolic system
I know relevant reading research from general education and
how it has influenced literacy education
I teach classic and contemporary children’s and young adults’
literature, and easy-reading fiction and nonfiction for adults, at
appropriate levels
I recognize the importance of giving learners opportunities in
all aspects of literacy (e.g., as readers, writers, thinkers,
reactors, or responders)
I align goals, instruction, and assessment
I am aware of the interrelation of language and literacy
acquisition
I demonstrate an understanding of principles of new language
acquisition
I demonstrate an understanding of phonemic, morphemic,
semantic, syntactic, and pragmatic systems of language and
their relation to the reading and writing process
I recognize the interrelation of reading and writing, and
listening and speaking
I provide opportunities for students to integrate their use of
literacy through reading, writing, listening, speaking, viewing,
and representing visually
I demonstrate an understanding of emergent literacy and the
experiences that support it
Average
2.5
2
2.5
2.5
2.5
2
2.5
3
2.5
3
3
3
3
2.5
3
3
3
3
I demonstrate an understanding of the role of metacognition
in reading and writing, and listening and speaking
I demonstrate an understanding of how contextual factors in
the school can influence student learning and reading (e.g.,
grouping procedures, school programs, and assessment)
I understand the principles for diagnosing reading difficulties
I can create individualized and group instructional
interventions targeted toward those students in greatest need
or at low proficiency levels
I show that spelling is developmental and is based on student
knowledge of the phonological system and of the letter
names, their judgments of phonetic similarities and
differences, and their ability to abstract phonetic information
from letter names
I can identify federal, state, and local programs designed to
help students with reading and writing problems
I can create a literate environment that fosters interest and
growth in all aspects of literacy
I create a literate environment that fosters interest and growth
in all aspects of literacy
I create a literate environment that fosters interest and growth
in all aspects of literacy
I integrate language arts in all content areas
I use instructional and information technologies to support
literacy learning
I include parents as partners in the literacy development of
their children
teach students to monitor their own word identification
through the use of syntax, semantic, and graphophonemic
relations
I use phonics to teach students to use their knowledge of
letter/sound correspondence to identify sounds in the
construction of meaning
I provide direct instruction and model when and how to use
multiple comprehension strategies, including retelling
I ensure that students can use various aspects of text to gain
comprehension, including conventions of written English, text
structure and genres, figurative language, and intertextual
links
I teach students to vary reading rate according to the
purpose(s) and difficulty of the material
I teach students to draft, revise, and edit their writing and the
conventions of standard written English needed to edit their
compositions
I develop and conduct assessments that involve multiple
indicators of learner progress
I administer and use information from norm-referenced tests,
criterion-referenced tests, formal and informal inventories,
constructed response measures, portfolio-based
assessments, student self-evaluations, work/performance
samples, observations, anecdotal records, journals, and other
indicators of student progress to inform instruction and
3
3
2
2
2.5
2.5
3
3
3
2.5
2.5
2.5
2
2.5
2.5
2.5
2
3
2.5
3
learning
I communicate with students about their strengths, areas for
improvement, and ways to achieve improvement
I involve parents in cooperative efforts and programs to
support students’ reading and writing development and
.communicate with allied professionals and paraprofessionals
in assessing student achievement and planning instruction
I supervise, coordinate, and support all services associated
with literacy programs (e.g., needs assessment, program
development, budgeting and evaluation, and grant and
proposal writing)
I help develop individual educational plans for students with
severe learning problems related to literacy
I initiate, implement, and evaluate professional development
programs and provide professional development experiences
that help emphasize the dynamic interaction among prior
knowledge, experience, and the school context as well as
among other aspects of reading development
I conduct research with a range of methodologies (e.g.,
ethnographic, descriptive, experimental, or historical)
promote and facilitate teacher- and classroom-based research
I provide professional development and training for
paraprofessionals observe and evaluate paraprofessionals
interacting with children and provide feedback to them on
their performance
I reflect on one’s practice to improve instruction and other
services to students
I participate in local, state, national, and international
professional organizations whose mission is the improvement
of literacy
I promote collegiality with other literacy professionals through
regular conversations, discussions, and consultations about
learners, literacy theory, and assessment and instruction
Overall, how would rate your satisfaction with your
preparation in the Reading program?
Note: Only two students responded to the survey.
2.5
2.5
2
2
2
2.5
2
2.5
2.5
3
2
1. What do you see as the major strength(s) of the Reading program?

Knowledge of the critical components of Reading instruction.
The opportunity to apply what we've learned with real students in real learning
environments.
Awareness and respect for the Reading research.
Preparation for teaching reading to the average or above-level reader.

I feel the assignments were relevant and beneficial to me as a reading teacher.
2. What do you see as the major weakness (es) of the Reading program?

Lack of preparation for teaching reading to the struggling reader(one my main
reason for seeking this degree program)
The Live Text portfolio: Lack of support for creating it, the redundancy of the Live
Text portfolio and various paper portfolios, and the lack of understanding for it's real
life practical purpose. A lot of work goes into creating it, but very little into
evaluating it, and it has been of no use to me beyond the degree program.

Some of the online courses were a little repetitive. I also would prefer having a textbook to
accompany the online courses instead of just reading things from the internet.
3. In what ways has earning this degree impacted you professionally?

Securing my licensure; Increased my income; Provided leadership opportunities

I feel that I have a deeper understanding of reading instruction which allows me to be a
more effective reading teacher.
4. Add any comments you would like to make about the Curriculum and Instruction –
Reading program?

Please work on improving the program so that it better prepares reading instructors
who work with struggling readers.