Attitudes toward and Perceived Use of Textbook Reading Strategies among Junior and Senior High School Social Studies Teachers

Abstract

The need f o incorporule the teaching of reading into content areas i k widely recognized, b but there is on& a limited understanding of the degree to which thh ism oecurred in social studies classmom. The endorsement and use of selected reading strategies by social studies teachers was measured with a Likert scale questionnaire. The sample included 67 social sfudia teachers and 170 teachers in other a r m Comparisons and contrasts bet ween junior and senior high school social sf udies teachers, and bet ween social studies teachers and English, mathematics, and science teachers are reported,