A Responsive Approach: Providing Instructional Strategies to Improve Literacy in the Content Areas
Abstract
This paper examines qualittative data that emerged from three separate interviews with secondary content-area teachers addressing concerns with teaching literacy. The data gleaned from the interviews showed common themes existing across the curriculum: the deep connection between reading copmrehension and the quality of responses, the link betwen reluctant reading and a lack of overall engagement in the learning task, and lastly, the need for content-specific literacy instruction within the context of the classroom. Responding to the comments provided by the participants, specific content-area curricular outcomes, and to other research in the field, supports addressing such concerns have been carefully selected and are provided in the implications section, and further explained in the appendix.References
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