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Teaching reading strategies through science to middle school below-level readers and its implications for staff development
Title
Teaching reading strategies through science to middle school below-level readers and its implications for staff development.
Creator
Centrone, Elena Marie, Florida Atlantic University, Urich, Ted R.
Abstract/Description
This study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered...
Show moreThis study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered each spring. Four hundred and five students served as the experimental group and 406 students served as the control group. The control group received reading instruction in separate reading classes taught by certified reading teachers. There were 16 teachers from 10 middle schools who volunteered to be a part of this study. The 10 science teachers received 60 hours of staff development that included modeling, coaching, and feedback. There were four full days of training prior to school opening, after school seminars, on site assistance with lesson planning, modeling of lessons, coaching, and feedback. A 2X2 ANCOVA was used to determine statistical relationships between the method of instruction (reading taught through science and reading taught in separate classes) and the grade level of the students (seventh and eighth grades). Informal qualitative data was gathered on the teachers' knowledge base for teaching reading and teacher attitudes regarding their responsibility for teaching reading. A pre- and posttest of teacher knowledge and a pre- and post survey of teacher attitudes were administered to each teacher involved in this study. The results indicated that there was no significant difference in the reading achievement test scores of seventh and eighth grade below-level readers who received reading instruction in science and those who received reading in separate classes of reading taught by certified reading teachers. The informal data showed that the science teachers who were involved in the study did significantly increase their knowledge base about teaching reading through their content area. This was reflected in the difference between their pretest and posttest scores on the test of teacher knowledge. There was also a change in their attitudes about the responsibility for teaching reading. On the pre survey they indicated that the science content should be their main instructional responsibility. On the post survey they indicated that teaching reading should be a major focus of their instruction.
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Date Issued
1996
PURL
http://purl.flvc.org/fcla/dt/12478
Subject Headings
Reading (Middle school), Science--Study and teaching, Reading comprehension, Teachers--In-service training, Reading teachers--Training of
Format
Document (PDF)
Reading strategies in secondary social studies
Title
Reading strategies in secondary social studies: teacher reported practice and professional development.
Creator
Newstreet, Carmen L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active...
Show moreThis quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active prereading, during-reading, and postreading strategies. Additionally, the survey asked teachers to self-report their observations of student independent implementation of the same active reading strategies. These data were used to provide an in-depth look that expanded on high school social studies teachers' self-reported classroom practices relating to reading. The results of this study indicated that there was no significant relationship between teachers' reading professional development through CRISS and their self-reported classroom practices in the implementation of active pre-, during, and postreading strategies. Further findings indicated no significant relationship between teachers' reading professional development through CRISS and their self-reported observations of student independent implementation of the same active reading strategies. Lastly, there were no correlations that indicated that years teaching in the classroom moderated these relationships. Implications and suggestions for future research were offered for future reading professional development for secondary teachers and educational researchers who intend to utilize survey instruments.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3333061
Subject Headings
Social studies, Study and teaching (Secondary), Reading, Psychology of, Teacher effectiveness, Achievement in education, Content area reading, Reading comprehension, Reading (Secondary)
Format
Document (PDF)
Middle Grades (6-8) Reading Teachers’ Beliefs Regarding the State’s Academic Reading Standards, Curriculum Materials, and Instructional Practices
Title
Middle Grades (6-8) Reading Teachers’ Beliefs Regarding the State’s Academic Reading Standards, Curriculum Materials, and Instructional Practices.
Creator
Dacres, Lascelia Cadienne, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Teachers’ beliefs about the reading standards as well as curriculum materials used to address the standards affect how teachers implement the standards, which further impacts student learning. In this case study, 26 middle grades (6-8) reading teachers each participated in a 90 minute one-on-one audio-taped interview consisting of 33 openended questions. Analysis was conducted on the teachers’ beliefs regarding the state’s academic reading standards, content materials the teachers used to...
Show moreTeachers’ beliefs about the reading standards as well as curriculum materials used to address the standards affect how teachers implement the standards, which further impacts student learning. In this case study, 26 middle grades (6-8) reading teachers each participated in a 90 minute one-on-one audio-taped interview consisting of 33 openended questions. Analysis was conducted on the teachers’ beliefs regarding the state’s academic reading standards, content materials the teachers used to teach reading, the teachers’ self-reported instructional practices, and how the selected teachers understand the relationship between their beliefs and instructional practices. Likewise, content analyses were performed using documents such as lesson plans, classroom assignments, and assessments that were collected from the participants. There were six major findings in this study. The first finding indicated that participants had mix feelings regarding the standards; they were viewed by some teachers as guides and building blocks while others viewed the standards as not being beneficial to have in the classroom. The second finding depicted that participants had mixed experiences of collegial planning; some shared that collegial planning assisted their efforts with understanding the standards while others indicated that collegial planning could be improved. The third finding portrayed that the curriculum materials used to teach reading were both district-given and supplemental. Due to a lack of rigor with the district-given resource, some participants opted to use supplemental resources that better aligned to the expectation of the standards. The fourth finding addressed both teacher and student challenges faced by the participants. Teacher challenges included the fast pace and implementation of the standards while student challenges included lack of motivation and student misbehavior. The fifth finding highlighted how participants viewed the relationship between their beliefs and instructional practices. Participants discussed the impact, or lack thereof, of the implementation of the shifts in the standards. The sixth and final major finding of this study emphasized that professional development was needed to teach the reading standards. As a result of these findings, implications include providing teachers with professional development opportunities that target practical ways on how to implement the shifts of the standards in day-to-day instruction and instructional strategies to enhance student motivation.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00005964
Subject Headings
Reading teachers, Education and state--Florida, Reading--Standards, Middle school education--United States--Standards
Format
Document (PDF)
relationship between professional development and the changing reading practices of teachers in low-performing elementary schools
Title
The relationship between professional development and the changing reading practices of teachers in low-performing elementary schools.
Creator
Vaughan, Michelle., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
The purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing...
Show moreThe purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing reading practices they reported on an initial survey of 13 teachers. Interviews, observations, focus groups, and collection of archival data was completed over the course of 5 months in order to determine the influence of professional development on their reading practices. It was determined that teacher change following professional development is heavily influenced by the domain of power the directive or development is coming from. A continuum was developed to illustrate the relationship between these varying domains of power and their influence on changes made within reading practice. The changes were categorized as tending toward self-propelled or compelled changes. Teachers within this study reported higher levels of change when they were personally vested in professional development experiences and when those experiences met the immediate needs of their own personal growth or the growth of the students in their classroom.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/227978
Subject Headings
Teachers, Training of, Educational change, Language arts (Elementary), Reading, Study and teaching (Elementary)
Format
Document (PDF)