Abstract
This article presents the results of the administration of the Nelson-Denny Reading Test to three populations: (1) two groups of elementary school teachers assigned for inservice training, (2) elementary school teachers who volunteered for inservice training and also volunteered to participate in a research study, and (3) teachers participating in a summer institute. Findings indicate minimum functional literacy skills among some teachers assigned to inservice training, and evidence that even some participants in teacher trainer institutes function at levels barely literate.
These findings indicate the necessity for more strict evaluation of persons completing preservice training, applying for teacher certification, applying for continuing contracts, and serving in the classroom.