ERIC Number: EJ1089396
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms
Swanson, Elizabeth; Wanzek, Jeanne; McCulley, Lisa; Stillman-Spisak, Stephanie; Vaughn, Sharon; Simmons, Deborah; Fogarty, Melissa; Hairrell, Angela
Reading & Writing Quarterly, v32 n3 p199-222 2016
This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional practices supportive of vocabulary and reading comprehension to differing degrees in social studies and language arts. The proportion of time spent reading text was roughly the same across the 2 subjects, with differences by text type, reading mode, and grade level within both subject areas. [For the grantee submission of this article, see ED562675.]
Descriptors: Vocabulary Development, Reading Comprehension, Teaching Methods, Educational Practices, Social Studies, Language Arts, Middle School Students, High School Students, Time on Task, Urban Schools, Classroom Observation Techniques, Interrater Reliability, Rural Schools, Reading Instruction, School Districts
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100013