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Abstract
The researcher investigated the perceptions of elementary public school principals on the value of teacher read-alouds in primary-grade classrooms. Participants were 209 public school principals from the state of Georgia who responded to a web-based survey. The researcher obtained data regarding the demographic profile of respondents school and district, the professional experience of the respondents, and the respondents perceptions of the value of read-alouds for development of literacy skills and the benefits of teacher read-alouds for specific sub-groups of students. Results suggested that the majority of principals surveyed not only value teacher read-alouds for literacy instruction and for specific sub-groups of students, but that most are cognizant of the impact teacher read-alouds can have on the development of literacy skills and are familiar with the components of effective teacher read-alouds.