The purpose of this study was to determine the status of reading instruction in Ohio high schools. Research supports continuous reading instruction throughout the duration of a student's education. This study was completed to determine if Ohio high schools were providing the kind of instruction that research says is necessary for adolescent students. Representatives (principals, English teachers and guidance counselors) were asked to respond to questions about perceived student performance in reading, the kind of instruction provided to high school students, and procedures in place to support those giving reading instruction. Ohio Graduation Test scores were collected to verify student performance in reading for each school. The data collected were analyzed to determine the types of patterns that existed among the representatives' responses.
The conclusions revealed a large discrepancy between what research says adolescents should have in reading instruction and what is actually provided in Ohio high schools. Data showed that performance on the reading Ohio Graduation Test dictates the need for reading instruction. Because of this, the students who struggle to pass the test (those identified as special needs, ELL, IEP or having already failed the test) are the only students who receive any reading instruction. Content area reading and post-secondary reading success are not valued as reasons to give reading instruction. Focusing on test passage creates a mindset about reading instruction that leaves teachers unprepared to teach reading skills and students unprepared to handle the reading tasks they encounter in and beyond the classroom. This study calls for a change in attitude about the need of reading instruction for adolescents, implementation of systematic reading programs, and training for those responsible for giving reading instruction.