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Dissertations / Theses on the topic 'Content-Area Literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Smith, Lynette Smith. "Content Area Teacher Perspectives on Integrating Literacy Strategies." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3837.

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The Common Core State Standards recommend that all educators prepare students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine 7th and 8th grade content area teachers' perspectives towards teaching literacy. The research questions addressed teachers' capabilities in the role of literacy instructor as well as the actual application of literacy. The conceptual framework included Bruner's constructivist, Bandura's self-efficacy, and Knowles's andragogy theories. These theories informed the investigation of adult learners' perspecti

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2

Cooper, Susan. "ADDRESSING SCIENTIFIC LITERACY THROUGH CONTENT AREA READING AND PROCES." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2460.

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The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus grou

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Owens-Kristenson, Jodi. "Content Area Literacy| Relationship Between Lesson Design and Professional Development." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565609.

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<p>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 context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in system

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Owens-Kristenson, Jodi. "Content Area Literacy: Relationship Between Lesson Design and Professional Development." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1066.

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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 context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in systematic prof

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5

Ferreira, Vesga Laura E. "High School Content-Area Teachers’ Responses to an Exploratory, Investigative, and Experimental Professional Development Program for Content Area Literacy." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2635.

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Adolescent literacy rates for students who struggle, particularly those with disabilities are alarming, especially in light of increased educational standards. As higher standards place a greater emphasis on reading and writing, addressing students’ literacy needs in the content areas has become a topic of interest in reading education. Although there is much debate about how to address this need, it is clear that content area teachers need support addressing literacy in their subject areas. An exploratory case study design was used to examine the responses of high school content area teachers

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Oswald, Beth Ann. "Differentiation for Content Area Literacy: Middle School Teachers' Perceptions and Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2681.

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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 content literacy at a site where it is an integral component of the response to intervention (RTI) process. The conceptual framework for this study was principles of differentiation, as defined and discussed by Tomlinson. Research questions were framed to

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7

Jafari, Samaneh. "WHAT ROLE DOES MEDIA LITERACY PLAY IN A CONTENT AREA CLASSROOM?" OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1869.

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The purpose of this qualitative case study is to explore to get an understanding of a social studies teacher’s approach to media literacy including factors that inform her teaching and the students’ understanding of her instructional practices. The participants of the study were one social studies’ teacher and six students from her U.S. History and Advanced Placement History courses. In order to collect data, interviews, observations, and analysis of classroom documents were used. In addition, three activities were conducted to get an understanding of students’ performances on media constructi

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8

Huysman, Mary H. Ph D. "Beyond Bells and Whistles: Content Area Teachers' Understanding of and Engagement with Literacy." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/103.

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The purpose of this qualitative action research study was to explore content area teachers’ understanding of literacy, the strategies they use in working with content materials to support their students’ learning of content, and how collaboration with a literacy expert informs literacy instruction. In my work with content area teachers, they have expressed the need for support as they try new literacy strategies when engaging students in content material. Literacy skills are a part of all content areas. Therefore, literacy scholars need an ongoing understanding of how content teachers define a

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Ciecierski, Lisa M. "EXPERIENCING INTERTEXTUALITY THROUGH AUTHENTIC LITERATURE AND MEANINGFUL WRITING IN THE MIDDLE SCHOOL CONTENT AREA CLASSROOM." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1405727794.

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10

Maher, Sheila. "Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and Learning." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2709/.

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Reading researchers agree that content literacy strategies are beneficial in helping students learn. However, teachers remain resistant to teaching the strategies. Additionally, many students, even at the college level, lack the learning strategies necessary to experience academic success. This study sought to gain a deeper understanding of the complexities of content literacy strategy instruction. The research questions that guided the study addressed the benefits, obstacles, and support and experiences needed to sustain the use of the strategies over time. Multiple data sources were used to

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Marks, Lori J., and Tina M. Hudson. "Peer Assisted Learning Strategies for Reading and Content Area Instruction." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3672.

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12

Meyer, Carla K. "An assessment of middle and high school content-area teachers' knowledge of adolescent literacy." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 152 p, 2009. http://proquest.umi.com/pqdweb?did=1885676331&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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13

Williams, Wendy Ann. "An Investigation of the Support for Literacy Instruction in Elementary Mathematics Textbooks." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1877.

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The purpose of this study was to investigate the kinds of support offered for integrating literacy strategies into mathematics instruction in elementary mathematics textbooks so that students are given opportunity to achieve the vision NCTM (2000) has for mathematical power for all. The research methodology for this was a qualitative content analysis using a priori codes. Two textbook series were chosen for this study. In each series examples of literacy integration ideas based on Trabasso's and Bouchard's (2002) effective comprehension strategies to teach comprehension were cited and analyzed

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14

Hong, Huili, Karin Keith, and Chih-Che Tai. "Exploring Young English as an Additional Language Children’s Content Area Literacy Learning: A Dialogic Approach." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1025.

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15

McKeeman, Leah Ann. "The role of a high school one-to-one laptop initiative in supporting content area literacy, new literacies, and critical literacy." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1020.

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Spitler, Ellen J. "Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194822.

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Adolescent literacy is currently viewed as in crisis. Moore (2002) argues that a focus on adolescent literate identity seems to be a key consideration when designing literacy instruction for secondary classrooms. This dissertation argues that in order for adolescents to develop a literate identity, their teachers should possess a literate identity.This phenomenological case study investigates the transformational paths nine developing teachers traversed as they "authored" their teacher literacy identity through a university content area literacy course, student teaching, and/or the induction p

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Sharp, L. Kathryn. "Phonological Awareness, Phonemic Awareness, and Phonics; Vocabulary and Comprehension; Content Area Reading." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4288.

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Wilson, Amy A. "Case Study of a Middle School Reader Attending a Separate Reading Class." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1499.pdf.

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FERGUSON, LORI K. "Evolution of Pre-Service Teachers’ Definitions and Practices of Academic Language and Mathematical Language." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592136880245101.

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Leckie, Alisa. "Reading Among Former English Language Learners: The Importance of the Teacher and the Possibilities for Text." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293421.

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This dissertation is a case study that explores how 8th grade former English language learners, or RFEP students, interacted with texts in their social studies class across a unit of study on World War II. This study is based on three assertions: we have a limited understanding of language and literacy among newly reclassified adolescent English language learners due to a shift in state language policy, examining students' interactions with texts in a secondary content classroom is a valuable perspective, and the decisions teachers make to meet the perceived needs of their students warrants

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Alexander-Shea, Aimee L. "The Process of Change Experienced by Pre-Service and In-Service Social Studies Teachers in an Online Content Area Reading Course." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/116.

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With the passing of the No Child Left Behind Act of 2001 and subsequent high-stakes tests, including the Florida Comprehensive Assessment Test (FCAT), literacy has become top priority in the field of education (Florida Department of Education [FDOE], no date a; NCLB, 2002). Though social studies was not mentioned in NCLB, nor is it tested by the FCAT, social studies teachers are expected to teach literacy skills in their classrooms. Social studies teachers' accountability for literacy enhancement is evidenced by the fact that some states, including Florida, now require social studies teachers

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Landon-Hays, Melanie M. "I Would Teach It If I Knew How: Inquiry, Modeling, Shared Writing, Collaborative Writing, and Independent Writing (IMSCI), a Model for Increasing Secondary Teacher Self-Efficacy in Integrating Writing Instruction in the Content Areas." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1361.

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Framed in theories of pragmatism, self-efficacy, and ecology, this design-based research study attempted to make explicit connections between theory and field-based research. The pedagogical goal of this study was to expose in-service teachers to a scaffolded model of professional development for writing (IMSCI) that could be implemented in their own teaching. This model of professional development also served to place research participants in a professional learning community. Teachers worked in focus groups made of another teacher in their own discipline, and a collective focus group, and wo

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Helm, Kerry L. "A descriptive study of northwest Ohio seventh grade math teachers' attitudes and strategy integration used to promote literacy in the classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120150309.

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Ray, Sharon N. E. "Evaluating the Efficacy of the Developing Algebraic Literacy Model: Preparing Special Educators to Implement Effective Mathematics Practices." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/466.

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For students with learning disabilities, positive academic achievement outcomes are a chief area of concern for educators across the country. This achievement emphasis has become particularly important over the last several years because of the No Child Left Behind legislation. The content area of mathematics, especially in the higher order thinking arena of algebra, has been of particular concern for student progress. While most educational research in algebra has been targeted towards remedial efforts at the high school level, early intervention in the foundational skills of algebraic thinki

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Ferreira, Paloma. "The effects of the Vocabulary Think Chart strategy on seventh-grade students' scientific vocabulary knowledge: A mixed-method study." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5735.

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This mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students' understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers' wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the Vocabulary Think Chart, followed by five weeks of using the strategy independently. Results of the stud

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Evans, Marianne Bristow. "The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7157.

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The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In thiswithin-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the inf

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Mabry, Megeara Glah. "Picturing Literacies and Noticing Main Ideas: Teaching ELL and NES Striving Readers to Notice Main Ideas in Nonfiction Texts." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/470662.

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Teaching & Learning<br>Ed.D.<br>Framed by a sociocultural understanding of literacy acquisition and learning, this research study investigates methods content area teachers can use to meet the needs of adolescent English language learners and native English speakers who struggle to read texts in school. The interventions were designed to both expand students’ concepts of literacy and of themselves as literate people, and to capitalized on students’ multiliteracies by using visual art to teach students how to notice main ideas in nonfiction texts. Statistical analyses indicate that English lang

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Keys, Ashley N. "High School Teachers’ Perceived Self-Efficacy in Teaching Literacy across the Curriculum in Tennessee First Core Region 1 High Schools." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3110.

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At the high school level teachers are often departmentalized by their content area and do not teach subjects outside of their specialties. Common Core State Standards (CCSS) introduced literacy standards across the curriculum requiring reading and writing instruction in all courses. The adoption not only affected traditional literacy teachers but also science, math, social studies, and career and technical education teachers who may have had little or no training or experience in teaching literacy to adolescents. These teachers, because of little training or experience in teaching literacy, ma

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Woodhall, Carmen. "An exploration of secondary science grade teachers' written artifacts about their experiences with an online professional development in reading research and instruction: A grounded theory study." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5578.

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Classroom teachers deal with numerous pressures in their classrooms including students' difficulty with reading at the middle and high school levels. Often, teachers can identify the problems, but are often unable to rectify them because of a lack of understanding and support in incorporating reading as part of their content area instruction. This research was conducted to investigate the impact of a sustained, online reading professional development on the teaching practice of middle school and high school science teachers who took the 14-week course. This grounded theory research used th

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Bardonner, Judy A. "Through the looking glass. A glimpse into two different approaches to teaching content area literacy a critical literacy/critical stance approach and a balanced/cognitive strategy approach and their impact on preservice teachers' self-efficacy, meta cognition, and learner-centeredness /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3359456.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007.<br>Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Larry J. Mikulecky.

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Dredger, Mary Kathleen. "A Savory Stew: Text Differentiation in a Middle School Immigration Unit." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/28588.

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The goal of this case study of a mindful literacy teacher in a middle school social studies class was to describe the nature of one teacher's differentiated text choices in one seven week unit. The participant was nominated by an administrator, a district supervisor, a university professor, and the researcher based on characteristics of mindful literacy instruction. Classroom observations and teacher interviews described four differentiated text events: an historical fiction novel unit; primary source oral histories; expository non-fiction articles; and picture books, magazines, and an antholo

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Edling, Agnes. "Abstraction and authority in textbooks : The textual paths towards specialized language." Doctoral thesis, Uppsala University, Department of Linguistics and Philology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6989.

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<p>During a few hours of a school day, a student might read textbook texts which are highly diversified in terms of abstraction. Abstraction is a central feature of specialized language and the transition from everyday language to specialized language is one of the most important things formal education can offer students. That transition is the focus of this thesis.</p><p>This study introduces a new three-graded classification of abstraction including the levels of specificity, generalization and abstraction, based on a discussion of the concept of abstraction. The investigations performed, b

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Leer, Rachel Elizabeth. "An Examination of Reading Assignments in the Secondary Classroom." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/207.

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The purpose of this research study is to examine reading assignments given in the secondary classroom of a rural secondary school. The intention is to analyze student readiness to handle complex text found in post-secondary education and/or the workforce, based on current reading trends within the school. The research questions guiding this study focus on the average amount of reading students are expected to complete in a week, what strategic support is being provided to students to enhance comprehension of text, the methodology behind how teachers select both reading assignments and reading

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Pintok, Kimberly Rose. "Internet Technology as a Means of Delivering Reading Instruction in the Content Areas." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2456.

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Due to students not meeting minimum proficiency levels in reading, a central Florida middle school that was rated an A school for 4 years consecutively dropped to a B rating during the 2012-2013 school year and was 10 points away from dropping to a C rating in the 2013-2014 school year. The purpose of this phenomenological study was to describe classroom implementation of Internet technology in a middle school classroom in an attempt to address the steady decline in reading scores. Guided by Piaget, Dewey, and Vygotsky's social constructivist view of education, this study explored if and how t

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"Middle-school content-area teachers' beliefs about literacy and their classroom practices." FORDHAM UNIVERSITY, 2007. http://pqdtopen.proquest.com/#viewpdf?dispub=3255004.

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Scott, Chyllis Elayne. "Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy." Thesis, 2013. http://hdl.handle.net/1969.1/151284.

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Appropriate preparation for preservice and inservice teachers for teaching content-area literacy continues to influence twenty-first century research agendas. In this systematic review (which analyzed 2,179 articles), the researcher aimed to ascertain and synthesize the research on teacher preparation for content-area literacy instruction while evaluating the methodological qualities of the research. The findings are presented in an article format with the connecting theme of content-area literacy; however, the first article focused on research regarding preservice teachers and the second arti

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"Secondary content area teachers speak about literacy and technology: Tensions, complexities, conceptualizations, and practices." ARIZONA STATE UNIVERSITY, 2007. http://pqdtopen.proquest.com/#viewpdf?dispub=3258046.

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Berry, Jaime Leigh. "The Effects of Concept Mapping and Questioning on Students’ Organization and Retention of Science Knowledge While Using Interactive Read-Alouds." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10164.

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According to recent assessment data, there is an urgent need to improve students' knowledge of science. It has been suggested that the infusion of reading activities including concept mapping, questioning and interactive read-alouds can help students in learning science concepts. Little or no research has combined these methods to examine its effect on learning. The purpose of this study was to examine and compare concept mapping and questioning on students' organization and retention of science knowledge when used with interactive informational read-alouds of science trade books. This study

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Carvalho, Cátia Vanessa Silva. "Desenvolver conhecimento científico através da literatura para crianças." Master's thesis, 2019. http://hdl.handle.net/1822/62735.

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Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico<br>O Projeto de Intervenção Pedagógica Supervisionada “Desenvolver conhecimento científico através da literatura para crianças”, ao articular permanentemente a investigação e a intervenção pedagógica, teve como desígnio principal dar resposta à questão “Será possível melhorar o conhecimento científico de crianças a frequentar o Pré-Escolar e o 1ºCiclo do Ensino Básico através da literatura infantil?”. Para levar a cabo este objetivo, seguiram-se algumas das linhas da metodologia investigação-açã

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Moreau, Leah. "Who's really struggling?: middle school teachers' perceptions of struggling readers." Thesis, 2011. http://hdl.handle.net/1828/3541.

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Students who struggle with reading are common in today’s middle school classrooms. This research used a socioecological framework to explore middle school teachers’ perceptions of struggling readers. As the notion of perception encompasses many influences, the research sought out teacher understandings of components and factors relating to reading difficulties, both intrinsic and extrinsic. As well, the study examined teacher views of struggling readers’ behaviours, affect, and the classroom implications of their difficulties. Finally, the study explored feelings of both competency and respons

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Cahoon, Barbara Lee. "Literacy across the curriculum: teachers teaching teachers about content area reading strategies and their perceptions of the effectiveness of these strategies." 2007. http://hdl.handle.net/1993/2811.

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This study employed a mixed method research design to examine a teachers-teaching-teachers method of professional development for training secondary school teachers to use content area reading strategies and their perceptions of the effectiveness of these strategies. Teachers were trained by the researcher (who is also a teacher) to use three content area reading strategies: one before reading strategy (K-W-L), one during reading strategy (Student-Generated Questions), and one after reading strategy (Learning Logs). The findings revealed that teachers perceived content area reading strategi

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Lin, Tse-Chien, and 林哲謙. "A study of real estate literature among Taipei area -also the border and content of the literary landscape." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/99042169036372914323.

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碩士<br>淡江大學<br>中國文學系碩士班<br>103<br>This study attempts to "literary property", raised the level of discussion, regarded as a genre. And with "Real Estate Literature" box to limit its architecture, in addition to the reaction of recent social protest unequal distribution of resources and frequent the contemporary scene, also tried in the past literature coming out of real estate, placed in the can for people to understand the context. Finally, the study of literature and landscape, to face geographic scale, time and space, disciplinary boundaries, the boundaries of genre and other restrictions, n

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Owusu-Mensah, James. "Mentoring as a professional development for mathematical literacy teachers in the Greater Taung area." Thesis, 2013. http://hdl.handle.net/10500/9479.

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The study seeks to examine the role of mentoring and how it could be used in the process of professional development of mathematical literacy teachers in the Greater Taung area. The study attempts to flag the importance of mentoring in professional development, especially for mathematical literacy teachers. To obtain data for the study sixteen mathematical literacy teachers from Taung area (within Ruth Mompati District) were purposively selected. Questionnaires and interviews were used to collect relevant data. Literature review, based on previous studies on mentoring also provided data for th

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