Graduate Research Papers

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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

Comments

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Date Original

2009

Object Description

1 PDF file (124 pages)

Language

EN

File Format

application/pdf

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