Reading Success in the Secondary Classroom

Boling, Charlotte J.; Evans, William Howard

doi:10.3200/psfl.52.2.59-66

Cited by 8 publications

(2 citation statements)

References 9 publications

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“…She therefore chooses strategies to scaffold student reading and learning before, during, and after reading the text. By engaging students with a scaffolded reading experience (Boling & Evans, 2008), she can ensure success and build the students' confidence with text.…”

Section: Daymentioning

confidence: 99%

Teaching Literacy in Context: Choosing and Using Instructional Strategies

Miller

Veatch

2010

The Reading Teacher

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There are many effective strategies that can be used to support student learning from expository text, but how do teachers choose and use them? The authors provide readers with a process for selecting instructional strategies that embed literacy instruction into teaching with content area text. A a veteran sixth‐grade teacher is followed as she engages in the process of assessment, reflection, planning, and teaching. The authors explain how the expert teacher chooses instructional strategies to develop vocabulary, fluency, comprehension, and motivation in the context of social science instruction. Student work samples help the reader envision classroom instruction and provide a context for reflections on student learning.

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Section: Daymentioning

confidence: 99%

Teaching Literacy in Context: Choosing and Using Instructional Strategies

Miller

Veatch

2010

The Reading Teacher

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“…Identified skills needed. For students to have continued opportunities to practice and hone their reading skills and access content curriculum, all teachers regardless of content area need to be aware of, facilitate, and teach literacy instructional strategies within the context of their classes (Boling & Evans, 2008;Freedman & Carver, 2007;Kozen, Murray, & Windell, 2006;Moje, 2008). Teachers increased knowledge in reading instruction is imperative to implement effective reading instruction and required for informed decision-making when selecting instructional and intervention programming and differentiation of instruction (Baker, 2007;Foorman & Moats, 2004;Spear-Swerling & Brucker, 2004).…”

Section: Successful Implementation Of Rti Components Is Dependent On mentioning

confidence: 99%

Literacy knowledge among teachers: Considerations for implementation of the RtI initiative

Love¹

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A literacy knowledge assessment survey was designed to assess in-service teachers' literacy knowledge and determine the effect of professional training in reading instruction, teaching credentials, and years of experience on their literacy knowledge. This quantitative study used descriptive statistics to examine the relationship between variables of teacher demographics (professional development participation, professional development content, courses taken at a college or university, teaching credentials, and years of experience), comparisons between teachers who teach elementary general education, secondary general education (English/language arts), special education, and those who are reading teachers/reading specialists/literacy coaches, and comparisons between novice and veteran teachers. This study was conducted in one school district in Pennsylvania. Univariate ANOVA analysis demonstrated statistically significant differences in the literacy knowledge of those who were trained in data analysis. Independent t-tests indicated a significant effect for Teaching Certification with those certified in special education receiving higher scores than those certified in English or middle level language arts. There was also a significant effect for Current Teaching Position with those who were a reading teacher/specialist or literacy coach receiving higher scores than those who taught English or middle level language arts. iii Dedication The author wishes to dedicate this work to the memory of her grandmother, Dorothy E. Conner, who passed on a love of learning and respect for education. I am grateful for all the support I have received while researching and writing this dissertation. Thanks especially go to the following individuals: My Family, especially my daughters, Julia and Ava, who have endured me throughout the process with unyielding support and love.

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Capital investment theory

2014

Theoretical Models of Learning and Literacy Development

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Reading Success in the Secondary Classroom

Cited by 8 publications

References 9 publications

Teaching Literacy in Context: Choosing and Using Instructional Strategies

Teaching Literacy in Context: Choosing and Using Instructional Strategies

Literacy knowledge among teachers: Considerations for implementation of the RtI initiative

Capital investment theory

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