Elementary Reading Market: Teaching Methods, Traditional and Digital Materials Used and Needed, and Market Size

Elementary Reading Market: Teaching Methods, Traditional and Digital Materials Used and Needed, and Market Size
In order to provide objective, research-based information on current trends in the elementary Reading market segment, EMR designed a detailed market survey, and then mailed it [in October 2013] to 22,000 Classroom teachers (grades K-5/6), Reading teachers (grades K-8/9), English/Language Arts teachers (K-8/9), and district Curriculum Supervisors.
Issues to be investigated in the course of this study included the following:

• Current trends in the elementary Reading market segment, in terms of preferred instructional
strategies, and materials most frequently used.
• Which textbooks and other core and supplemental materials are used most often at different
grade levels, and how they are perceived by teachers.
• Progress towards implementation of the new Common Core standards and related assessments.
• Market gaps which exist for Common Core aligned curriculum materials in the
English/Language Arts areas of literature, informational text, phonics & word recognition, fluency, writing, speaking & listening, and language.
• Resources, decision makers, spending plans, and selection criteria related to Response to
Intervention (RTI).
• Percent of class time spent using digital tools and/or digital content.
• Reading-related web sites used or recommended for student use and/or for teacher resources.
• The level of discretionary funds spent on trade books, workbooks, software, and other nontextbook
materials.
• The 2013-14 school year total market size for elementary Reading instructional materials.

All results were analyzed by job title, grade level, and geographic region, and comparisons were made to the results of previous EMR studies of the elementary Reading segment (two years ago in Winter 2012), four years ago in Winter 2010, six and a half years ago in Spring 2007 and, when relevant, nine years ago in Fall 2004, and eleven years ago in Fall 2002) to pinpoint the most profitable strategies for Reading product developers/marketers to consider pursuing as they prepare new Reading programs for upcoming adoptions.

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