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ERIC Number: EJ974934
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-1938-8071
Implementing an Instructional Framework and Content Literacy Strategies into Middle and High School Science Classes
Nixon, Sarah B.; Saunders, Georgianna L.; Fishback, John E.
Literacy Research and Instruction, v51 n4 p344-365 2012
The purpose of this research study was to examine the usage and perceived benefits of the ERR (Evocation, Realization of Meaning, and Reflection; Meredith & Steele, 2011) instructional framework and content literacy strategies with middle and high school science teachers. Former students who had participated in an undergraduate or graduate content literacy course were asked to complete an online survey containing quantitative and qualitative information. Findings indicated the following: (a) science teachers who participated in the study are utilizing the ERR instructional framework and they do find it beneficial, (b) science teachers use vocabulary and evocation (before reading) strategies more frequently than other strategies, and (c) instructional strategies science teachers practice most often and find to be most beneficial are modeled in both content literacy and science methods courses. (Contains 9 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A