Teachers and content area reading: Attitudes, beliefs and change

Hall, Leigh A.

doi:10.1016/j.tate.2005.01.009

Cited by 134 publications

(140 citation statements)

References 32 publications

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“…For more than a century, research has supported the benefits students receive from literacy instruction in content area classes (Hall, 2005;Moore, Readence, & Rickelman, 1983;Herber, 1970). The integration of literacy instruction into content area classes has remained a salient topic in research literature, teacher preparation programs, and school reform efforts.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Moore, Readence, & Rickelman (1983) note that subject matter specialists tend to emphasize content rather than students' acquisition of information. Although some teachers choose to incorporate content area literacy instruction, the majority of teachers believe that reading is not a necessity for success in content area classes and that they are neither qualified nor responsible for literacy instruction (Heller & Green Leaf, 2007;Hall, 2005). Hall (2005) found that content area teachers held common beliefs such as they are not qualified to teach reading; they are responsible of reading instruction in their discipline; and that specific reading strategies are not a necessity in order for students to be successful in their class.…”

Section: Teacher Beliefs and Literacy Knowledgementioning

confidence: 99%

“…To combat such enduring beliefs, teacher preparation programs began requiring a content area-reading course to assist the future endeavors of pre-service teachers' reading instruction in their discipline specific classes (Hall, 2005, Herber, 1970. Although research conveys that teacher education courses can encourage pre-service teachers in developing positive attitudes and beliefs towards discipline specific literacy instruction, it also suggests teachers' knowledge about literacy instruction in the disciplines which may not transfer into their instructional practices upon entering the classroom (Hall, 2005;Bean, 2000).…”

Section: Teacher Beliefs and Literacy Knowledgementioning

confidence: 99%

“…Although research conveys that teacher education courses can encourage pre-service teachers in developing positive attitudes and beliefs towards discipline specific literacy instruction, it also suggests teachers' knowledge about literacy instruction in the disciplines which may not transfer into their instructional practices upon entering the classroom (Hall, 2005;Bean, 2000). Donahue (2000) argues that a content area reading course can influence teachers' beliefs toward discipline specific reading instruction.…”

Section: Teacher Beliefs and Literacy Knowledgementioning

confidence: 99%

See 3 more Smart Citations

Understanding Teacher Beliefs and Instructional Decision Making Concerning Disciplinary Literacy: The Case of Secondary Teachers in an Urban School

Jenkins¹

2018

IJLTER

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Abstract. This study was set to examine the integration of disciplinary literacy instruction as part of a comprehensive literacy program at the secondary level. The study asked two essential questions: (1) What are teachers' knowledge and beliefs about disciplinary literacy instruction? (2) How do teachers' knowledge and beliefs influence their instructional decision making? Eight teachers were interviewed and observed. Results indicate that teachers believe they are responsible for developing students' literacy skills in the discipline they taught. Teachers emphasize discipline specific literacy practices and strategies to improve students' literacy skills as well as to enhance students' content knowledge. Findings also specify that professional development is a key factor in the continuity and success of teachers' literacy instruction across the disciplines. Through professional development, teachers appear to develop a deep understanding of what it means to engage students in discipline specific literacy practices.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Teacher Beliefs and Literacy Knowledgementioning

confidence: 99%

Section: Teacher Beliefs and Literacy Knowledgementioning

confidence: 99%

Section: Teacher Beliefs and Literacy Knowledgementioning

confidence: 99%

See 2 more Smart Citations

Understanding Teacher Beliefs and Instructional Decision Making Concerning Disciplinary Literacy: The Case of Secondary Teachers in an Urban School

Jenkins¹

2018

IJLTER

View full text Add to dashboard Cite

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“…In selecting applied learning models, teachers in the classroom need to consider several things Hall (2005) says:…”

Section: Introductionmentioning

confidence: 99%

Improving Islamic Students’ Ability on Mastering Names and Responsibilities of Angels through Word Guessing Game

Yusra¹

2017

Al-Ta'lim J.

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Abstract:From the researcher's experience in the field, many students were reluctant to ask for any clarification, unwilling to express their opinion, less able to give feedback, and did disruptive behaviors during the learning process. Ideally, students are expected to be active and involved in the learning process and to get good learning outcomes. This study is a Class Action Research (CAR), which attempts to improve students' activity and learning outcomes. The research was conducted through four main stages: planning, implementation, monitoring, evaluation and reflection. The research findings from teaching the names and responsibilities of angels through the classical method do not obtain maximum result. On the other hand, word guessing learning model shows better results than that of the classical one. In this model, students are motivated to compete with one another in making and answering the questions. The normally passive students are encouraged to participate actively in learning. Thus, it can be concluded that the learning process with of the game will improve students' learning outcomes.

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The Influence of Genre Understanding on Strategy Use and Comprehension

Yoo¹

2015

J Adolescent & Adult Lit

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This case study examines how Ashley, a ninth‐grade student, uses and applies metacognitive strategies for comprehension as she reads three different texts: a literary narrative, a history text, and a newspaper article. Interviews and think‐aloud protocols were administered to investigate how the student thought about and enacted a variety of strategies during reading. The study includes cognitive and sociocultural perspectives and applies genre theory to the literature on reading strategies and the reading process. Findings indicate that expectations regarding how to read in a genre and discipline may influence comprehension and the ways in which strategies are employed. Furthermore, implications suggest that it is important to consider how genre understandings impact key elements related to comprehension in the Common Core State Standards, such as the quantitative and qualitative components of text complexity and the reader–text fit, as students engage in reading in a variety of disciplines.

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Teachers and content area reading: Attitudes, beliefs and change

Cited by 134 publications

References 32 publications

Understanding Teacher Beliefs and Instructional Decision Making Concerning Disciplinary Literacy: The Case of Secondary Teachers in an Urban School

Understanding Teacher Beliefs and Instructional Decision Making Concerning Disciplinary Literacy: The Case of Secondary Teachers in an Urban School

Improving Islamic Students’ Ability on Mastering Names and Responsibilities of Angels through Word Guessing Game

The Influence of Genre Understanding on Strategy Use and Comprehension

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