Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Reading (Secondary); Content area reading; Language arts--Correlation with content subjects;
Abstract
Reading research conclusively asserts that reading is developmental in nature and requires explicit instruction beyond the elementary years. However, secondary education is dominated by content area curricula, leaving little instructional time for literacy. Standardized assessments reveal that middle and high school students' reading comprehension scores remain stagnant, yet society's literacy demands have increased. In order for students to become independent learners and productive citizens, reading comprehension strategies need to be embedded in existing classroom practices. Research-based practices for comprehension that can be used before, during and after reading are presented. A professional development session, covering two years, is included that challenges in-service teachers in the field of social studies to examine eleven reading comprehension skills supported by Iowa's Department of Education, using the Explicit Direct Instruction Model.
Year of Submission
2009
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Deborah L. Tidwell
Date Original
2009
Object Description
1 PDF file (124 pages)
Copyright
©2009 Bridgette Pohlman Andersen
Language
en
File Format
application/pdf
Recommended Citation
Andersen, Bridgette Pohlman, "Reading instruction at the secondary level, justified or unjustified? : real strategies for content area reading instruction with applications for social studies" (2009). Graduate Research Papers. 272.
https://scholarworks.uni.edu/grp/272
Included in
Curriculum and Instruction Commons, Language and Literacy Education Commons, Secondary Education Commons
Comments
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