The purpose of this study was to describe secondary pre-service teachers' past reading experiences, present attitudes and beliefs about reading, their attitudes and beliefs about a required content area literacy course, and their predicted use of reading in future instruction. Secondary pre-service teachers (N = 124) of diverse subject areas…

The purpose of this mixed methodology study was to identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. An additional purpose was to explore teachers' perceptions of and beliefs about the need for reading comprehension instruction. In 2,400 minutes of direct classroom…

This article presents results of a study of 229 kindergarten teachers who completed a survey designed to gather information about the current state of Michigan kindergartens. In addition to detailed data that reveals teachers' literacy instructional practices, teachers provided written responses to the following open-ended questions: What are the…

This article describes findings from a classroom-based action research project conducted by two in-school teachers, a literacy coach and a 4th grade teacher, implementing a new integrated literacy and social studies curriculum and the changes they made in curricular practices and beliefs over a three-year period of time. A university professor…

This manuscript documents a year-long descriptive case study of preservice teachers specializing in reading. The objectives of this study were to (a) better understand the development of literacy beliefs and change processes in preservice teachers with reading specializations engaged in the final year of their field-based teacher education…

This study examines and describes the changes in four teachers' beliefs and practices in literacy and literacy assessment over the course of a yearlong graduate level clinical experience. Four teachers who worked in the university literacy clinic as part of their graduate course work participated in this study. Two of the four teachers teach…

This article reports findings from an action research project investigating the impact creating writing portfolios has on preservice teachers' understanding of writing portfolio assessment. Participants included 92 preservice teachers enrolled across four different sections of an introductory literacy class. Data sources included: preservice…

Results of this study confirm the paucity of books in classroom libraries and the insufficient school funding for the classroom library. A sample of New York City teachers reported that they spent an average of $378 of their own money on classroom library books, and received an average of $143 from the school each year for books and supplies.…

Teacher implementation of the Accelerated Reader Program is as widespread as it is diverse in terms of classroom and campus application. This manuscript highlights the findings of an informal, pilot study that examined four categories regarding the Accelerated Reader Program. The categories include: (1) assessment; (2) aesthetics and text…

The purpose of this qualitative study was to understand discourse types (i.e., factual, prudential, and justificatory) of in-service teachers in the graduate program in literacy education when they engaged in Computer Mediated Discussion (CMD). This study also sought to uncover the kind of support that CMD provided, and to identify their attitudes…

Secondary teachers face significant challenges in their efforts to increase the literacy levels of adolescents. Encouraging teachers to speak out about these challenges and to recommend initiatives that may improve literacy practices for adolescents is vital for future reform efforts. This study examines the questions: "What are the greatest…

This investigation focused on the vocabulary beliefs and instructional practices of social studies teachers in intermediate and middle school grades as well as their use of teachers' manuals. Using a self-reporting survey to measure these beliefs and practices, we found some discrepancy between what teachers believe about vocabulary learning and…

Identifies effective teaching methods that can enhance the reading skills of fourth grade African American students. Notes that the teachers identified independent reading and writing, phonics and vocabulary, teacher modeling, the use of multicultural materials, engagement of parental involvement, incorporating prior knowledge, and cooperative…

Describes the classroom practices of 92 K-12 beginning teachers with five or fewer years of teaching experience. Surveys these teachers relative to their knowledge of, use of, and interest in learning content reading strategies; their sources of information regarding reading strategies; and their confidences and concerns about preparing lessons.…

Determines what elementary teachers' believe are the most effective assessment practices for gathering data about the reading performance of their students. Finds that teachers perceived all reading assessment as having some degree of merit. Examines the views of beginning and experienced teachers, as well as primary and intermediate teachers. (SG)