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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.


  • EXECUTIVE SUMMARY
  • INTRODUCTION
  • METHOD
    • Table Sampling Matrix
    • MCH Strategic Data
  • ANALYSIS OF SURVEY RESULTS
    • Response Rates And Demographics Of Survey Sample
    • The Current Role Of The Core Reading Textbook
    • Age Of Currently Adopted Programs
    • Satisfaction With Currently Adopted Reading Programs
    • Trends In Core/Basal Reading Series Usage
    • Reading Textbooks Currently Adopted
      • Table Top Ranked Reading Series, 2011-12 vs. 2013-14
    • Suggested Improvements To Currently Adopted Reading Programs
      • Table Suggested Additions Or Changes To Improve The Core Reading Series
    • Alternatives To The Core Reading Series
      • Table Alternatives To The Core Reading Series
    • Curriculum Materials Needed To Address The Common Core Objectives
      • Table Need For Different Curriculum Materials To Fill Gaps
      • Table Most Important Curriculum Materials Needed To Help Students With Common Core
    • Reading Assessment Practices
      • Table Standardized Reading Assessments
    • Progress Implementing The New Common Core Standards And Assessments
      • Table CCSS Implementation Level
      • Table Implementation Of CCSS By Region
      • Table Degree Of Change In Teaching Methods And Materials Due To CCSS
      • Table Administration Plans For Common Core Assessments
    • Leading Common Core Providers
      • Table Leading Common Core Curriculum Materials Providers
      • Table Leading Common Core Professional Development Providers
    • Leveling Systems
      • Table Leveling Systems Used To Match Materials To Students' Reading Level
    • Response To Intervention (RTI)
      • Table Resources Used For Reading Intervention
      • Table Decision Makers With Respect To Purchasing RTI Materials
      • Table Estimated Increase In RTI Purchases In 2013-14
      • Table Criteria Influencing RTI Buying Decisions
    • The Shift To Digital In The Reading Market Segment
      • Table Reading Class Time Allocated To Using Digital Tools And/Or Digital Content
      • Table Digital Use By Region
      • Table Web Sites Used/Recommended For Student Use
      • Table Web Sites Used/Recommended For Teacher Resources
    • Expenditures For Reading Instructional Materials/Market Size
      • Table Elementary Reading Market Growth, 2002-03 Through 2013-14
      • Table Classroom Teacher/Reading Teacher Spending on Reading Materials (Non-Textbook) By Category, 2013-14
    • Adoption And Open Territory States: Comparison Of Reading Program Patterns
      • Table Core Reading Textbook Usage, Adoption vs. Open Territory States
      • Table Core Reading Textbook Usage, Comparison Of Four Large States
      • Table Core Reading Textbook Satisfaction Level, Adoption vs. Open Territory States
      • Table Core Reading Textbook Satisfaction Level, Comparison Of Four Large States
    • Reading Textbooks Currently Adopted
      • Table Core Reading Textbooks Adopted, Comparison Of Four Large States
    • Age Of Currently Adopted Programs
    • Trends In Core Reading Series Usage
      • Table Trends In Core Reading Textbook Usage, Comparison Of Four Large States
    • Curriculum Materials Needed For Common Core
      • Table New Curriculum Materials Needed, Comparison Of Four Large States
    • Standardized Reading Assessments
      • Table Standardized Reading Assessments, Adoption vs. Open Territory States
    • Progress Implementing Common Core Standards And Assessments
      • Table Full Implementation Of Common Core, At Least At Some Grade Levels
      • Table Predicted Movement To Online Test Administration, Comparison Of Four Large States
    • Response To Intervention (RTI)
      • Table Important Selection Criteria For RTI Materials, Comparison Of Four Large States
    • The Shift To Digital In Reading
      • Table Average Class Time Spent Using Digital Resources
      • Table Profile Of Reading Program Usage & Preferences, Adoption vs. Open Territory States
  • SUMMARY AND CONCLUSIONS
    • Reading Market Trends
      • Table CCSS Implementation Level
      • Table Degree Of Change In Teaching Methods And Materials Due To CCSS
      • Table Administration Plans For Common Core Assessments
      • Table Reading Class Time Allocated To Using Digital Tools And/Or Digital Content
    • Curriculum Materials Needed To Address The Common Core Objectives
      • Table Need For Different Curriculum Materials To Fill Gaps
      • Table Summary Of Key Changes In The Elementary Reading Segment
    • Expenditures For Reading Instructional Materials/Market Size
      • Table Elementary Reading Market Growth, 2002-03 Through 2013-14
  • APPENDIX:
    • DATA TABLES
      • 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 - WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR READING PROGRAM?
      • Table Q.5 - HOW RECENTLY DID YOU ADOPT THE CORE READING PROGRAM YOU CURRENTLY USE?
      • Table Q.6 - IF YOU HAD TO DO IT OVER, WOULD YOU CHOOSE THE SAME CORE PROGRAM AGAIN?
      • Table Q.7 - IF YOU DO HAVE A BASAL OR CORE READING PROGRAM, WHICH ONE IS IT?
      • Table Q.8 - WHAT WOULD YOU ADD TO OR CHANGE IN YOUR CORE READING SERIES TO IMPROVE IT?
      • Table Q.9 - IF YOU DO NOT USE A CORE SERIES, WHAT DO YOU USE AS YOUR PRIMARY TOOL TO TEACH READING?
      • Table Q.10 - WOULD YOU SAY THAT IN YOUR SCHOOL/DISTRICT THE PENDULUM IS SWINGING BACK IN THE DIRECTION OF MORE RELIANCE ON A CORE (ANTHOLOGY-TYPE) READING PROGRAM?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: LITERATURE?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: INFORMATIONAL TEXT?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: FOUNDATIONAL SKILLS: PHONICS & WORD RECOGNITION?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: FOUNDATIONAL SKILLS: FLUENCY?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: WRITING?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: SPEAKING & LISTENING?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: LANGUAGE?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: SUMMARY OF AVERAGES
      • Table Q.12 - THINKING AGAIN ABOUT THE COMMON CORE OBJECTIVE AREAS, PLEASE DESCRIBE THE SINGLE MOST IMPORTANT THING YOU ARE LOOKING FOR IN TERMS OF NEW AND/OR DIFFERENT CURRICULUM MATERIALS TO HELP YOUR STUDENTS SUCCEED WITH THE NEW STANDARDS
      • Table Q.13 - WHICH OF THE FOLLOWING STANDARDIZED READING ASSESSMENTS DO YOUR STUDENTS TAKE?
      • Table Q.14 - WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEW COMMON CORE STATE STANDARDS (CCSS)?
      • Table Q.15 - TO WHAT DEGREE WOULD YOU SAY THE NEW COMMON CORE CHANGES THE WAY YOUR TEACHERS TEACH READING/LANGUAGE ARTS AND/OR THE CURRICULUM MATERIALS THEY USE?
      • Table Q.16 - WHO ARE THE LEADERS IN THE FIELD CURRENTLY PROVIDING K-12 EDUCATORS WITH APPROPRIATE READING/LANGUAGE ARTS-RELATED COMMON CORE CURRICULUM MATERIALS, RESOURCES, ACTIVITIES, ETC.?
      • Table Q.17 - WHO ARE THE LEADERS IN THE FIELD CURRENTLY PROVIDING K-12 EDUCATORS WITH APPROPRIATE READING/LANGUAGE ARTS-RELATED COMMON CORE PROFESSIONAL DEVELOPMENT PRODUCTS OR SERVICES?
      • Table Q.18 - HOW MUCH INFORMATION HAVE YOU BEEN GIVEN REGARDING THE SPECIFIC WAYS THE NEW COMMON CORE-BASED STATE EXAMS WILL DIFFER FROM THE CURRENT ONES?
      • Table Q.19 - HOW DOES YOUR DISTRICT PLAN TO HANDLE THE ADMINISTRATION OF THE NEW COMMON CORE ASSESSMENTS?
      • Table Q.20 - IF YOUR DISRICT IS GOING TO ADMINISTER ALL OR PARTS OF THE NEW EXAMS ONLINE, HOW WILL THE STUDENT TESTING BE SCHEDULED?
      • Table Q.21 - WHICH, IF ANY, OF THE FOLLOWING LEVELING SYSTEMS DO YOU TYPICALLY USE TO MATCH INSTRUCTIONAL MATERIALS WITH STUDENTS' READING LEVELS?
      • Table Q.22 - WHAT RESOURCE(S) DO YOU USE FOR RESPONSE TO INTERVENTION (RTI) (INSTENSIVE, INDIVIDUALIZED INSTRUCTION)?
      • Table Q.23 - WHO IN YOUR SCHOOL OR DISTRICT MAKES DECISIONS ABOUT THE PURCHASE OF RTI MATERIALS?
      • Table Q.24 - WILL YOUR PURCHASES IN THE RTI AREA INCREASE IN 2013-14 COMPARED TO LAST YEAR?
      • Table Q.25 - 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.26 - ABOUT WHAT PERCENTAGE OF YOUR READING CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
      • Table Q.27 - WHICH READING/LA-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE?
      • Table Q.28 - WHICH READING/LA-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR TEACHER RESOURCES?
      • Table Q.29 - ABOUT HOW MUCH WILL YOU PERSONALLY SPEND THIS SCHOOL YEAR FOR READING/LA INSTRUCTIONAL MATERIALS (EXCLUDING TEXTBOOKS) IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
      • Table Q.4 - WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR READING PROGRAM?
      • Table Q.5 - HOW RECENTLY DID YOU ADOPT THE CORE READING PROGRAM YOU CURRENTLY USE?
      • Table Q.6 - IF YOU HAD TO DO IT OVER, WOULD YOU CHOOSE THE SAME CORE PROGRAM AGAIN?
      • Table Q.7 - IF YOU DO HAVE A BASAL OR CORE READING PROGRAM, WHICH ONE IS IT?
      • Table Q.10 - WOULD YOU SAY THAT IN YOUR SCHOOL/DISTRICT THE PENDULUM IS SWINGING BACK IN THE DIRECTION OF MORE RELIANCE ON A CORE (ANTHOLOGY-TYPE) READING PROGRAM?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: LITERATURE?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: INFORMATIONAL TEXT?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: FOUNDATIONAL SKILLS: PHONICS & WORD RECOGNITION?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: FOUNDATIONAL SKILLS: FLUENCY?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: WRITING?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: SPEAKING & LISTENING?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: LANGUAGE?
      • Table Q.11 - IN LIGHT OF THE NEW COMMON CORE OBJECTIVES, TO WHAT EXTENT ARE YOU FINDING THAT YOU NEED DIFFERENT CURRICULUM MATERIALS TO FILL GAPS RELATED TO EACH OF THE FOLLOWING ENGLISH LANGUAGE ARTS AREAS: SUMMARY OF AVERAGES
      • Table Q.12 - THINKING AGAIN ABOUT THE COMMON CORE OBJECTIVE AREAS, PLEASE DESCRIBE THE SINGLE MOST IMPORTANT THING YOU ARE LOOKING FOR IN TERMS OF NEW AND/OR DIFFERENT CURRICULUM MATERIALS TO HELP YOUR STUDENTS SUCCEED WITH THE NEW STANDARDS
      • Table Q.13 - WHICH OF THE FOLLOWING STANDARDIZED READING ASSESSMENTS DO YOUR STUDENTS TAKE?
      • Table Q.14 - WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEW COMMON CORE STATE STANDARDS (CCSS)?
      • Table Q.15 - TO WHAT DEGREE WOULD YOU SAY THE NEW COMMON CORE CHANGES THE WAY YOUR TEACHERS TEACH READING/LANGUAGE ARTS AND/OR THE CURRICULUM MATERIALS THEY USE?
      • Table Q.18 - HOW MUCH INFORMATION HAVE YOU BEEN GIVEN REGARDING THE SPECIFIC WAYS THE NEW COMMON CORE-BASED STATE EXAMS WILL DIFFER FROM THE CURRENT ONES?
      • Table Q.19 - HOW DOES YOUR DISTRICT PLAN TO HANDLE THE ADMINISTRATION OF THE NEW COMMON CORE ASSESSMENTS?
      • Table Q.20 - IF YOUR DISRICT IS GOING TO ADMINISTER ALL OR PARTS OF THE NEW EXAMS ONLINE, HOW WILL THE STUDENT TESTING BE SCHEDULED?
      • Table Q.24 - WILL YOUR PURCHASES IN THE RTI AREA INCREASE IN 2013-14 COMPARED TO LAST YEAR?
      • Table Q.25 - 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.26 - ABOUT WHAT PERCENTAGE OF YOUR READING CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?

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