A comparison of teachers’ knowledge and use of content reading strategies in the primary grades

Howe, Mary E.; Grierson, Sirpa T.; Richmond, Mark G.

doi:10.1080/19388079709558246

Cited by 5 publications

(3 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They preferred employing general learning strategies. This result is parallel with Howe, Grierson, and Richmond's (1997) study. In their studies, teachers reported using general reading strategies.…”

Section: Discussionsupporting

confidence: 81%

Content Area Reading and Writing: Practices and Beliefs

Ulusoy

Dedeoğlu

2011

AJTE

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 81%

Content Area Reading and Writing: Practices and Beliefs

Ulusoy

Dedeoğlu

2011

AJTE

View full text Add to dashboard Cite

“…This instrument was modified from a similar questionnaire (Howe, Grierson, and Richmond 1997) that was used to determine whether first-through third-grade teachers were familiar with content area strategies, their frequency of use, and applicability in their respective grades. Part one of the literacy strategies survey provides teacher and school demographics data.…”

Section: Instrumentationmentioning

confidence: 99%

Teachers’ perceived values on the effect of literacy strategy professional development

Mundy

Howe

Kupczynski

2014

Teacher Development

Self Cite

View full text Add to dashboard Cite

This study examined 299 Louisiana teachers from three school districts regarding their perceptions of the value provided by specific types of professional development (PD) including professional learning communities (PLC), demonstration lessons, and in-service as well as graduate hours in reading/literacy on implementation (frequency of use), familiarity, usefulness, and recommendation of content literacy strategies. Data analyses included the Kruskal-Wallis test, the Friedman test, and correlation matrices. Results indicate that type of in-service had a significant effect on teacher perceived values of PD with demonstration lessons (DL) having the highest and in-service the least value. The largest number of significant correlations were found among graduate hours in reading/literacy and the variables of familiarity with strategies, usefulness of strategies, and frequency of use of strategies. Significant correlations were also found among DL hours and both recommendation of strategies and frequency of use of strategies and between PLC hours and frequency of use of strategies. PD delivered on a weekly basis demonstrated the most value while the one-shot effort had the least value. In sum, this study demonstrated the most effective PD format actually involved university graduate courses followed by school district-initiated demonstration lessons with a pattern of weekly delivery.

show abstract

“…Teachers should incorporate a number of print materials into lessons focusing on science and social studies. It is more common, however, for teachers to rely on textbooks as the primary source for textual information related to these content ar-eas (Howe, Grierson, & Richmond, 1997;Spor & Schneider, 1999). Because of this, we decided to examine textbook materials in order to determine the support they provide teachers.…”

Section: Strategy Instruction In Primary Content Textbooksmentioning

confidence: 99%

Strategy Instruction in Primary Content Textbooks

Kragler

Walker

Martin

2005

The Reading Teacher

View full text Add to dashboard Cite

This article reports the findings of a study that analyzed the teacher editions of primary‐grade science and social studies textbooks for comprehension strategy instruction. After observing several science and social studies classes in the primary grades, it became clear to the authors that strategy instruction was missing in many of the lessons. Because it is common for teachers to rely on textbooks as a primary source for their lessons, the authors decided to examine primary textbook materials in order to determine the support they give teachers in developing children's comprehension. The analysis found little in the teacher editions designed to help children become strategic readers of content text. Three major issues emerged from the analysis: Limited modeling of comprehension strategies Reliance on the use of instructional techniques Use of terminology Suggestions for classroom teachers are included.

show abstract

A comparison of teachers’ knowledge and use of content reading strategies in the primary grades

Cited by 5 publications

References 33 publications

Content Area Reading and Writing: Practices and Beliefs

Content Area Reading and Writing: Practices and Beliefs

Teachers’ perceived values on the effect of literacy strategy professional development

Strategy Instruction in Primary Content Textbooks

Contact Info

Product

Resources

About