K-12 Reading Market Survey Report 2020
K-12 Reading Market Survey Report 2020 from Simba Information provides an overview of the market for reading instructional materials in the K-12 school market, including core curriculum, supplemental materials and resources for struggling readers. The report details how patterns of use differ at various grade levels and how patterns have changed over time. It also includes a projection of the dollar size of the total reading instructional materials market in 2020.
- Methodology
- Executive Summary
- Introduction
- State of Reading 2019-2020
- Table Reading Purchasing 2020-2021 versus 2019-2020
- Impact of State Adoptions
- Perspectives from the Core Basal Market
- Perspectives from the Supplemental Market
- Reading Collections
- Digital-Print Hybrids
- Beyond Content
- Supplemental Spending for Reading
- Supplemental Spending by Sub-Group
- Table Estimates of Reading Spending by Classroom
- What Supplementals
- Supplemental Spending by Sub-Group
- Using a Core Reading Program
- Table Use of a Core Program by Subject Area
- Table Use of a Core Program by Grade-Level
- Table Use of a Core Program by Educators' Years of Experience
- Table Use of a Core Program by State
- Table Use of a Core Program by Provider
- Core Reading Programs in Use
- Table Core Reading Programs in Use
- Important Attributes of Core Math Programs
- Table Important Features in Core Programs
- Core Reading Program Use: Print or Digital
- Table Core Reading Program Access by Grade Level
- How Long Current Core Reading Program Has Been in Use
- Table How Long Current Core Reading Program Has Been in Use
- Choosing the Same Program Again
- Table Choose the Same Program Again by Subject
- Table Choose the Same Program Again by Program/Provider
- Reading Beyond the Core
- Table Primary Reading Instruction Tool if Not a Core Program
- Table Primary Reading Instruction Tool if Not a Core Program by Grade Level
- Leveling Systems in Use
- Table Leveling Systems Used in Reading Instruction Over Time
- Table Leveling Systems Used by Grade Level
- Table Leveling Systems Used in Selected States
- Assessments in Use
- Table Reading Assessments Students Take
- Table Reading Assessments Taken by District Enrollment
- Addressing Reading Intervention and RtI
- Table Addressing Reading Intervention/RtI; 2019, Classroom Teachers, Reading Teachers, 2017
- Table Addressing Reading Intervention/RtI by Grade Level
- Table Addressing Reading Intervention/RtI in Selected States
- The Shift to Digital
- Table Reading Instruction Time Spent Using Digital Tools or Content Over Time
- Device Most Often Used for Digital Access
- Table Device Most Often Used for Digital Access
- Websites accessed for Reading
- Table Websites Accessed for Reading by Grade Level
- Purchasing Decisions
- Who Makes Reading Purchasing Decisions
- Table Who Makes Reading Purchasing Decisions
- Criteria for Selecting Supplemental Reading Resources
- Table Criteria for Selecting Supplemental Resources
- Table Criteria for Selecting Supplemental Resources by Grade Level
- Table Criteria for Selecting Supplemental Resources by State
- Who Makes Reading Purchasing Decisions
- Appendix
- Table STATE OF RESIDENCE
- Table REGION
- Table Q.1 -WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
- Table Q.2 -WHAT GRADE(S) DO YOU CURRENTLY TEACH OR SUPERVISE?
- Table Q.3 - HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE?
- Table Q.4 - WHAT IS THE STUDENT ENROLLMENT IN YOUR DISTRICT?
- Table Q.5 - WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR CORE BASAL READING PROGRAM?
- Table Q.6 - IF YOU HAVE A BASAL CORE READING PROGRAM, WHICH ONE IS IT? FILTER: HAVE A CORE BASAL READING PROGRAM
- Table Q.7 - HOW RECENTLY DID YOU ADOPT THE CORE READING PROGRAM YOU CURRENTLY USE? FILTER: HAVE A CORE BASAL READING PROGRAM
- Table Q.8 - IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME CORE PROGRAM AGAIN? FILTER: HAVE A CORE BASAL READING PROGRAM
- Table Q.9 - HOW DO STUDENTS MOST OFTEN ACCESS THE CORE READING PROGRAM? FILTER: HAVE A CORE BASAL READING PROGRAM
- Table Q.10 - WHAT DO YOU VIEW AS THE MOST IMPORTANT FEATURES IN A CORE RADING PROGRAM?
- Table Q.11 - IF YOU DO NOT USE A CORE PROGRAM, WHAT DO YOU USE AS YOUR PRIMARY TOOL TO TEACH READING?
- Table Q.12 - ABOUT WHAT PERCENTAGE OF READING TIME IS SPENT USING ANY DIGITAL TOOLS AND/OR DIGITAL CONTENT?
- Table Q.13 - WHAT DEVICE IS USED MOST OFTEN BY THE STUDENTS TO ACCESS DIGITAL TOOLS OR CONTENT?
- Table Q.14 - WHICH OF THE FOLLOWING READING ASSESSMENTS DO YOUR STUDENTS TAKE?
- Table Q.15 - WHICH, IF ANY, OF THE FOLLOWING LEVELING SYSTEMS DO YOU TYPICALLY USE TO MATCH INSTRUCTIONAL MATERIALS WITH STUDENTS' READING LEVELS?
- Table Q.16 - WHAT RESOURCE(S) DO YOUR SCHOOLS USE FOR READING INTERVENTION/RESPONSE TO INTERVENTION?
- Table Q.17 - WHO IN YOUR SCHOOL DISTRICT MAKES DECISIONS ABOUT THE PURCHASE OF READING/INTERVENTION MATERIALS?
- Table Q.18 - HOW DO YOU EXPECT YOUR SCHOOL'S SPENDING FOR READING AND READING INTERVENTION/RTI RESOURCES TO CHANGE IN THE 2020-2021 SCHOOL YEAR VERSUS THE 2019-20 SCHOOL YEAR?
- Table Q.19 - IN SELECTING SUPPLEMENTAL READING OR RTI MATERIALS, APART FROM FIT WITH YOUR STUDENTS' NEEDS, WHAT ARE THE MOST IMPORTANT CRITERIA DRIVING YOUR BUYING DECISION?
- Table Q.20 - WHICH READING-RELATED WEB SITES DO YOU USE/RECOMMEND TO STUDENTS?
- Table Q.21 - ABOUT HOW MUCH WILL YOU SPEND THIS SCHOOL YEAR FOR READING INSTRUCTIONAL MATERIALS (EXCLUDING TEXTBOOKS), INCLUDING FUNDS
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