Fuentes, Rosemary2019-06-242019-06-242008-12https://hdl.handle.net/11274/11464The purpose of this study was to examine the relationship between teachers' belief types and best practices in literacy instruction. Teachers' beliefs and practices have a profound impact on the implementation of literacy instruction (DeFord, 1979; Haste & Burke, 1977; Nespor, 1987) and student reading outcomes (Richardson, Andres, Tidwell, & Lloyd, 1991). Online self-administered surveys were used to collect data from teachers. The sample included a total of 136 elementary teachers in this quantitative study. The researcher used simple random sampling to select elementary schools for this study. In addition, snowball sampling was used to target a larger population. Two types of instruments were used in this study. The instruments included a Literacy Orientation Survey (LOS) and two Instructional Practices Checklists. A total of three statistical tests: ANOVA, MANOVA, and Multiple Regression were conducted to find correlations. Results indicated there was a relationship between teachers' belief types and their literacy instruction. This study can be used to evaluate teachers' belief types and the implementation of literacy instruction.en-USEducationBest practicesLiteracy instructionTeacher beliefsDissertation