Do teachers who read personally use recommended literacy practices in their classrooms?

Elementary teachers have been encouraged to serve as models of reading for their students. They have also been advised to implement specific literacy instructional practices in their classrooms. Although such suggestions are common and are considered to be sound advice, the research literature offer s limited support for them. In this study, 1874 elementary teachers nationw ide were surveyed to determine their level of commitment as readers, as wel l as to establish their use of recommended literacy instructional practices . Among the results was a significant linear relationship between teachers who read personally and their use of recommended literacy practices in thei r classrooms. Significant results were also found regarding differences amo ng teachers by grade level, teacher age, and years of teaching experience. Specific recommendations are provided based on results of the survey.