Teachers' collaboration and interaction experiences combine great opportunities to exchange knowledge and skills to boost the rigor of lesson plans and impact student learning. This study explores pre-service and in-service teacher collaborations and their interactions in an attempt to create a Scaffolded Reading Lesson SRL plan for grade twelve…

Previous surveys of university academic reading generally employed questionnaires and fell short of an in-depth analysis of students' skill needs and difficulties. Taking a qualitative approach, the current study interviewed 22 undergraduates and 7 language teachers from a New Zealand university. Together the participants highlighted a number of…

More than 50% of fourth graders in the United States are reading below a proficient level, with more than 75% of students eligible for free or reduced-price lunch scoring lower than the U.S. average reading score. A framework of background knowledge is essential for vocabulary acquisition so the reader can comprehend the meaning of a text.…

This study examined the outcome expectancy beliefs (beliefs in one's ability to impact students' reading development) of secondary teachers in their content area who were not trained in literacy pedagogy. Results of the study reveal that many in-service secondary teachers lag in reading outcome expectancy beliefs (RTOE).

There is a worldwide concern about science and engineering undergraduate students, particularly those who are English language learners, struggling with their entry-level content courses. From a teacher cognition perspective and drawing on semi-structured interviews with chemistry, mathematics and physics teachers at a university in the Middle…

Reading comprehension models are being implemented in content-area settings to boost reading achievement. Yet, little research explores how such models are incorporated into teachers' daily instructional practice. The authors used extended observations and interviews to examine the integration of Collaborative Strategic Reading (CSR), an…

Recent studies support the use of differentiated instruction (DI) to improve literacy in content area classrooms. At the same time, research has found that few teachers implement DI purposefully or consistently. Accordingly, a case study design was used to explore middle school content area teachers' understanding and implementation of DI for…

In this mixed method study I evaluated the relationship between teachers' perceptions of text complexity and data of text complexity assessed by standard and non-standard measures in the disciplines of English Language Arts (ELA), science, and social studies. For the quantitative portion of this study, I evaluated and correlated the text…

This study examined the preparedness of middle school teachers to teach literacy strategies to middle school students. The study also examined the significance between teacher licensure pathways and their self-efficacy level as it relates to using literacy strategies in content areas. This was a mixed methods study using quantitative data…

Nine preservice and in-service teacher participants from four different content areas experienced shifts in their personal perspectives regarding integration of literacy in their subject-area instruction after completing a content-area literacy course. The course was positioned as professional development and used situated learning to provide…

Many students enter college with inadequate reading, writing, and critical thinking skills to successfully navigate discipline-specific college-level coursework (Duff, 2010; Hyland, 2006; Lea & Street, 1998; Tsui, 2002). As such, college faculty, and specifically community college faculty, are challenged to meet the multiple literacy needs of…

Understanding the challenges pertaining to the teaching and learning of mathematics word problems is important in order to formulate effective strategies that will address the challenges. The qualitative case study reported in this article describes the teachers' and the learners' experiences regarding mathematics word problems. Data were…

This single intrinsic case study utilized complexity theory to explore a complicated narrative of in-service professional learning for teachers undergoing improvement plans in underperforming schools. This study is bounded within a master's level online graduate course. We focused on the literacy learning of one student in the course, a U.S. Army…

Accommodations are often necessary to help students with reading difficulties access instructional materials that facilitate learning across content areas. However, the extent to which students with disabilities use accommodations during instruction is unclear. We surveyed and interviewed special educators and students with reading-related…

This collective case study explores the strategies history, science and math teachers use to conduct close readings in their disciplines. Through qualitative analysis of forum posts and lesson plans submitted to a Massive Open Online Course (MOOC) designed as professional development (PD), this study examines the strategies history, science and…