Relative Importance of Reading Readiness Factors as Perceived by Various Teacher Groups 1

Abstract

8 reading readiness factors were examined with regard to their importance as perceived by male and female teachers with elementary experience (ELEM), secondary experience (NOELEM) and no experience (NOTEACH). Each of the groups were able to rank the factors with some significant consistency, although within-group variation was large. High ranks by the ELEM group were given to mental age, background of experience, and emotional adjustment, but health, hearing, and school adjustment received low rankings. The NOELEM group ranked vision and background high and health, hearing, and school adjustment low. Emotional adjustment, mental age, and vision were ranked high by the NOTEACH group, while hearing and school adjustment were ranked low.