ERIC Number: EJ859665
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 36
Supporting Secondary Readers: When Teachers Provide the "What," Not the "How"
Ness, Molly K.
American Secondary Education, v37 n1 p80-95 Fall 2008
The purpose of this study was to explore and understand the instructional strategies that middle and high school teachers used to support struggling readers. Data from 2,400 minutes of direct classroom observation and interviews of secondary content-area teachers revealed that explicit reading comprehension instruction was not a significant way in which teachers assisted struggling readers. In order to provide struggling readers with necessary content information, teachers relied on several compensatory strategies including didactic instruction, multiple presentations of information through multiple modalities, alternate sources of texts, and heterogeneous grouping. Implications about secondary content-area teachers' understanding of the benefits of reading comprehension instruction and about teachers' instructional priorities and responsibilities are discussed. (Contains 1 table.)
Descriptors: Educational Strategies, Reading Comprehension, Observation, Heterogeneous Grouping, Secondary School Teachers, Reading Instruction, Teaching Methods, Reading Difficulties, Rural Schools
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Virginia