Download or read book Teaching Reading in the Secondary Content Area Classroom written by Sara L. Norton-Ejnik and published by . This book was released on 2011 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strategic teaching of reading occurs at the elementary level, and students are expected to "read to learn" once they enter high school. The majority of the nation's secondary students do not have all the requisite skills to read and learn from high school texts and materials, and even drop-out rates have been attributed to students' inability to keep pace with the literacy skill demanded by the secondary curriculum. No Child Left Behind legislation now mandates secondary school reading initiatives, from high stakes testing to remediation. Despite the national focus on secondary reading, teachers in America's secondary schools are not teaching the skills and strategies necessary for their students to grow as readers and learn from what they read (ACT, 2007; Biancarosa & Snow, 2004). The study quantified Michigan's secondary content area teachers' attitudes toward teaching reading and examined the relationship between those attitudes and predictor variables of content area, level/type of training in teaching reading, degree level, and degree of learner centerdness. Data was collected from 191 male and female respondents vai email link to a survey using the Otto Smith Inventory Scale to measure teacher attitudes toward teaching reading and a portion of the Learner Centered Battery Scale to measure the respondents' learner-centeredness. Teacher respondents had generally positive attitudes toward teaching reading. Math and science respondents had significantly lower attitude scores that English teachers. Post-bachelors' training/education correlated positively with teacher attitudes toward teaching reading. A positive relationship existed between respondents' learner centered beliefs and their attitudes toward teaching content area reading. The data showed a negative relationship between non-learner centered beliefs and the respondents score on the OSI. Both correlations were significant at the .01 level. According to the data, the more learner centered a teacher, the more positive her attitude toward content area reading instruction. Conversely, the stronger a teacher's non-learner centered beliefs, the more negative her attitude toward content area reading instruction. The findings from this study provide important insights for designing inservice or post-bachelors training programs to create learner-centered belief systems and positive attitudes toward teaching content area instruction.
Download or read book Teacher Attitudes Toward Content Area Reading written by Barbara Jean Lifto and published by . This book was released on 1984 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preservice Teachers Perceptions of Content Area Literacy written by Florence Omachonu and published by LAP Lambert Academic Publishing. This book was released on 2013 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book has both practical and theoretical implications. Practically, it is a call to preservice teachers, teachers in general and administrators alike to understand the importance of learning reading and writing strategies that enhance students' comprehension. When preservice teachers learn these reading strategies, they are better equipped to help students develop the reading comprehension abilities that prepare them to construct meaning and carry out analysis in science, social studies and mathematical as well as process the underlying strategies processes in real life situations. Theoretically, research in this area has repeatedly shown that teachers' attitudes toward reading in the content areas are among the important factors in achievement in reading up to the secondary education levels.
Download or read book A Study to Assess the Attitudes of Elementary Content Area Teachers Toward Teaching Reading in the Content Areas written by Deborah Ann Mischler and published by . This book was released on 1983 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of the Content Area Literacy Instruction Course on Teachers Classroom Practices and Attitudes written by Janina A. Murzynska and published by . This book was released on 2005 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how teaachers are influenced by their participation in one course, Reading and Writing in Content Areas, which is one of seven courses of the Utah State Level 1 Reading Endorsement Program (REP). The effect of the course on teachers' classroom practices and their attitudes toward teaching literacy was examined.
Download or read book Pre service Teachers Attitudes Toward Teaching Reading and Study Skills in the Secondary Content Areas written by Louise Coronway Rhodes and published by . This book was released on 1973 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading in the Content Areas written by Mary M. Dupuis and published by Newark, Del. : International Reading Association ; [Washington, D.C.] : ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education. This book was released on 1984 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Language on Teachers Attitudes Toward Teaching Reading in the Content Classroom written by Rosemary Burnett and published by . This book was released on 1979 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Attitudes and Reading written by J. Estill Alexander and published by . This book was released on 1976 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Content Area Reading written by John E. Readence and published by . This book was released on 1981 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Attitudes of Teachers Towards the Teaching of Reading in the Content Areas written by Kurt David Steinbach and published by . This book was released on 2005 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Attitudes written by Marjorie Powell and published by Routledge. This book was released on 2018-06-12 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Download or read book A Survey of Secondary Teachers Attitudes Towards Reading and Content Area Instruction written by Karen Marie Flahive and published by . This book was released on 1979 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Attitudes of High School Content Area Teachers Toward the Teaching of Reading written by Allan W. Kenworthy and published by . This book was released on 1979 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of Secondary Social Studies Teachers Attitudes Toward Teaching Critical Reading Skills in Their Content Area written by Joyce Alexander Hiebert and published by . This book was released on 1976 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Affecting Content Area Teachers Perceptions Regarding Content Area Reading Instruction written by Ann Marie Appolloni and published by . This book was released on 2006 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine current practices of teaching reading skills in the content areas in order to describe and analyze the perceptions of content area teachers (mathematics, science, social studies) and teachers of reading (language arts and learning support) regarding best practices and staff development for content area reading instruction. Twenty teachers of seventh and eighth grade completed an attitude scale at the beginning and at the conclusion of the study. Journals were maintained by participating teachers, before and after a staff development workshop. Participants attended team meetings where the researcher was present to answer questions and offer support in implementing the content area reading strategies. Participants were selected for in-depth interviews to clarify responses and to gather additional information regarding perceptions.
Download or read book Secondary Preservice Teachers Attitudes Toward and Experiences with Sharing Their Reading with Students written by Peggy Daisey and published by . This book was released on 2012 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose: The purpose of this study was to explore 72 preservice teachers' attitudes toward and experiences with sharing their content area as well as their recreational reading with teenager students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course at a Midwest university, including 49 in a 30-hour field practicum connected to the course, and 23 who were not in the practicum because their majors were special education, music, or physical education participated in this study. All completed an anonymous survey at the end of the semester. Results: More preservice teachers in the field experience shared content area and recreational reading with students than those not in the field experience. Conclusion: The results suggest that by sharing their reading, secondary preservice teachers discovered an avenue to build connections with teenagers. They examined stereotypes about reading and readers. They learned how to share reading with students. The results also suggested the value of a field experience. Recommendations: It is recommended that preservice teachers be shown how to share their content and recreational reading with teenagers and be given an opportunity to do so during their teacher education coursework. (Contains 8 tables).
