Academic Journal
Explicit and Evidence-Based Literacy Instruction in Middle School: An Observation Study
| العنوان: | Explicit and Evidence-Based Literacy Instruction in Middle School: An Observation Study |
|---|---|
| اللغة: | English |
| المؤلفون: | Kristabel Stark (ORCID |
| المصدر: | Reading and Writing: An Interdisciplinary Journal. 2024 37(9):2253-2274. |
| الاتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H326M200015 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Evidence Based Practice, Teaching Methods, Middle School Teachers, Writing Instruction, Reading Instruction, Direct Instruction, Language Arts, Science Education, Social Studies, Faculty Development |
| DOI: | 10.1007/s11145-023-10470-y |
| تدمد: | 0922-4777 1573-0905 |
| مستخلص: | As evidenced by national data, a large proportion of students in middle school, content area classrooms in the United States (U.S.) may be considered developing readers. Evidence-based literacy practices and explicit instructional practices can support these students' literacy development. Yet, research suggests that teachers often miss opportunities to integrate evidence-based literacy practices to support students' access to text, and little is known about middle school teachers' use of explicit instructional practices. In this observation study, we document 17 U.S. middle school teachers' use of both explicit instructional practices and evidence-based literacy practices across 51 lessons in general education language arts, science, and social studies classrooms. We find that most explicit instructional practices and literacy practices were infrequently utilized across all content areas; within some content areas, some of these important practices were not used at all. We discuss the contexts in which explicit instruction and/or evidenced-based literacy instruction did occur, and the importance of school-wide literacy models and related professional learning opportunities to increase middle school content-area teachers' ability to support developing readers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1443621 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0922-4777 1573-0905 |
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| DOI: | 10.1007/s11145-023-10470-y |