High school classroom teachers with English language learners (ELLs) assigned to their classrooms might not be using effective instructional strategies to increase reading comprehension scores of ELLs. The purpose of this basic qualitative study was to explore the use of strategies that high school classroom teachers use to teach cognitive…

Despite Minnesota's investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the…