Author

Jacalyn Mabon

Date of Award

1-1-2010

Document Type

Graduate Field Experience

Superseded Degree Name

Master of Arts in Education (Literacy and Language Development)

Colleges & School

College Of Education And Leadership

First Advisor

Janice J. Strop, PhD

Library of Congress Subject Heading

High school students; High school teachers; Literacy; Reading comprehension; History--Study and teaching--United States; History--Study and teaching (Secondary) -- United States; Vocabulary

Abstract

Many high school content area teachers struggle with integrating explicit literacy instruction into their classrooms. One way to provide teachers with the guidance to succeed is by utilizing a literacy coach or reading specialist to work closely to integrate the strategies. In the following study, one high school social studies teacher and 12 students within his World History classroom participated in six weeks of explicit literacy instruction. Students were assessed throughout the study to determine the effect ofinstruction. At the end of the study, the teacher and students were surveyed to show their beliefs in the effectiveness of the instruction. This study demonstrates that gains can be made by utilizing a literacy coach in the content area classrooms.

Rights

On-Campus Access

OCLC Number

710846399

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