ABSTRACT
ABSTRACT. This study examined teachers' expressed perceptions of states' provisions for instructional materials and professional development opportunities related to state literacy initiatives for K--6 classroom teachers in 10 southeastern states. Approximately 400 teachers responded to a survey instrument that included the topics of materials and professional development. Generally, the survey results indicate that teachers did not express receipt of sufficient support in implementing a state/districtwide reading initiative to the extent one might deem desirable (or appropriate) by present agencies. It appears that responding teachers perceived themselves to be ill-prepared to meet accountability mandates associated with literacy and that participating teachers lacked training, had little access to sound instructional materials, and were unfamiliar with the state standards. This information results in questions that administrators must address if teachers are to effectively implement literacy initiatives proposed as a result of state mandates.
