What's Hot, What's Not for 2006This year marks not only the 50th anniversary of IRA but al
What's Hot, What's Not for 2006
This year marks not only the 50th anniversary of IRA but also the 10th year of the "What's hot" survey. Therefore, in addition to looking at what's "hot" for 2006, we also devote' some attention to changes in the field that have occurred since we began the "hot" list.
List contains 14 "very hot" topics
The 2006 list contains 14 "very hot" topics, more than any list since we began. However, no one topic was listed as "extremely hot". The 14 "very hot" topics were: adolescent literacy, comprehension, direct/explicit instruction, early intervention, English as a second language/ English-language learners, fluency, high-stakes assessment, informational texts, literacy coaches/reading coaches, phonics, political/ policy influences on literacy, preschool literacy instruction, scientific evidence-based reading research and instruction, and word meaning/ vocabulary. Before we comment on some of these topics, let's look at how this list is compiled.
The survey
This survey of literacy leaders has been conducted each year since 1996. Between May and September, 25 literacy leaders are interviewed, either in person or by phone. All are read a standard 178-word paragraph defining "hot" and "not hot". Basically, "hot" refers to the level of attention a given topic is currently receiving. It is also explained that their ratings of "hot" and "not hot" do not necessarily reflect their personal interest, or lack thereof, in a given topic.
After hearing the introductory paragraph, each respondent is asked to rate a given topic as "hot" or "not hot". Each respondent is then asked if the topic "should be hot" or "should not be hot". The resulting chart with the topics rated appears in the December/January issue of Reading Today.
Constructing the survey
Each year the 25 literacy leaders who had responded to the list of topics the previous year are sent the previous year's list and asked to make modifications, additions, and deletions. We enclose a self-addressed stamped envelope for them to send back their responses. If some of the literacy leaders fail to respond, they are called or c-mailed and urged to respond. For the 2006 survey, 24 of the 2005 leaders eventually provided suggestions for additions, modifications, and deletions. Based on those suggestions, we constructed this year's list.
Two topics from 2005 were eliminated: decodable text and scripted instruction. One topic was added, critical literacy/reading. Like the year before, many of the 2005 literacy leaders also wanted gender issues in literacy eliminated, but because that topic has been on the list for a relatively short period of time, we decided to keep it for at least another year.
Selecting the respondents
We select each year's respondents based on a number of criteria. The first and most important criterion is that they must have a national or international perspective on literacy. Thus, we often select those who are on the boards of prominent literacy organizations such as IRA, the National Reading Conference, and the College Reading Association. Some editors of the major journals in the field are usually included.
We also select the literacy leaders from various geographical areas in the United States, from Canada, and from outside North America. The percentage of IRA members in a given area determines the number of literacy leaders we interview from that area. For instance, the eastern region of the United States has approximately 27% of IRA's individual members. Therefore, we should probably interview about 7 literacy leaders from the cast; this year we interviewed exactly seven literacy leaders from the east. In assembling our list, we also try to see that different job categories are represented (such as teachers, college pr
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