NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1142868
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1057-3569
An Investigation of Literacy Practices in High School Science Classrooms
Wexler, Jade; Mitchell, Marisa A.; Clancy, Erin E.; Silverman, Rebecca D.
Reading & Writing Quarterly, v33 n3 p258-277 2017
This study reports findings from an exploration of the literacy practices of 10 high school science teachers. Based on observations of teachers' instruction, we report teachers' use of text, evidence-based vocabulary and comprehension practices, and grouping practices. Based on interviews with teachers, we also report teachers' perceptions regarding their role in implementing literacy instruction and the alignment of these perceptions with their practices. In total, we observed for 3,167 min across teachers. Coding of observations revealed that teachers rarely used expository text and implemented a minimal amount of vocabulary and comprehension strategy instruction. They used a variety of grouping practices but most often utilized whole-class instruction and independent work. Coding of interviews revealed that teachers supported the idea of integrating text and literacy instructional practices into their lessons but perceived a wide range of barriers to implementing these practices. We provide implications and directions for future research.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools; Grade 10; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
Grant or Contract Numbers: N/A