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Constructions of literacy: A study ...

Thomson, Louise Elizabeth.

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Constructions of literacy: A study of reading instruction in middle school content areas.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Constructions of literacy: A study of reading instruction in middle school content areas./
Author:	Thomson, Louise Elizabeth.
Description:	462 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
Contained By:	Dissertation Abstracts International72-05A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3447983
ISBN:	9781124535272

Constructions of literacy: A study of reading instruction in middle school content areas.
Thomson, Louise Elizabeth.

Constructions of literacy: A study of reading instruction in middle school content areas. - 462 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .

Thesis (Ed.D.)--University of Massachusetts Lowell, 2011.

Today's adolescents are expected to read and write well at highly competent levels and the content area literacy skills they will acquire in adolescence are necessary for academic achievement as well as life-long learning. In the middle grades, content area literacy skills are perfected through work in various curricular areas, which are housed in the context of specific school cultures. Content literacy instructional practices shape the learning strategies needed in order to read and think critically about abstract ideas as a result of their reading skills. Understanding the ways content area teachers support the development of adolescents' literacy skills in the context of specific school cultures will do much to help us to improve young adolescents' literacy learning environments, and thus, their literacy achievement.

ISBN: 9781124535272Subjects--Topical Terms:

1018115
Education, Language and Literature.

Constructions of literacy: A study of reading instruction in middle school content areas.
LDR:05103nam 2200361 4500 001 1401502
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008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124535272
035 $a (UMI)AAI3447983
035 $a AAI3447983
040 $a UMI $c UMI
100 1 $a Thomson, Louise Elizabeth. $3 1680644
245 1 0 $a Constructions of literacy: A study of reading instruction in middle school content areas.
300 $a 462 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
500 $a Adviser: Jay W. Simmons.
502 $a Thesis (Ed.D.)--University of Massachusetts Lowell, 2011.
520 $a Today's adolescents are expected to read and write well at highly competent levels and the content area literacy skills they will acquire in adolescence are necessary for academic achievement as well as life-long learning. In the middle grades, content area literacy skills are perfected through work in various curricular areas, which are housed in the context of specific school cultures. Content literacy instructional practices shape the learning strategies needed in order to read and think critically about abstract ideas as a result of their reading skills. Understanding the ways content area teachers support the development of adolescents' literacy skills in the context of specific school cultures will do much to help us to improve young adolescents' literacy learning environments, and thus, their literacy achievement.
520 $a In this qualitative comparative case study, I sought to answer the question: In a selected middle school, how are young adolescents instructed in content area literacy in three disciplinary areas and how does the context of that middle school shape the delivery of this instruction?"
520 $a This research study was conducted in a suburban public middle school in Southeastern Massachusetts with three content area teachers in three specific disciplines- social studies, science, and mathematics. During the course of a four month case study, approximately sixteen weeks, I collected data in the form of demographic surveys, three classroom observations per content area teacher, two on-site interviews, and visual data in order to document the literacy instructional practices found among these teachers within the same middle school. Through the use of these standard qualitative research tools, I documented the instructional practices and perspectives of these middle school teachers with the aim of better understanding the essential qualities of literacy instruction teachers implement in their content area courses and how that affects young adolescents' literacy opportunities in these classrooms.
520 $a Throughout the course of the study, I organized and analyzed data utilizing the QSR NVivo 8 qualitative data analysis software program. The NVivo 8 software facilitated the structure and coding of data as well as my ability to determine relationships.
520 $a There were several critical findings that emerged from this study. First, I found that the classroom teachers and administrators in the school shared congruent values about adolescent literacy instruction, and these shared values provided the basis for a cultural context for instruction. Second, I found that in this school, teachers were implementing a blend of the traditional and current research-based content area literacy instruction that has been identified by researchers as being successful in promoting the development of adolescent literacy. Last, I found that the school's infrastructure was supportive of content area literacy and provided professional development and opportunities for faculty to collaborate around literacy instruction which reinforced the implementation of content literacy across the curriculum.
520 $a Understanding the ways content area teachers support the development of adolescents' literacy skills in a specific school culture as presented in this study provides information on the extent to which the school context helps the advancement of literacy skills. The work and dedication required for establishing an integrated literacy approach across content areas is substantial requiring conceptual changes and a new awareness among all administrators and staff of how a general school culture can advance or undermine the growth of literacy skills. Thus, integrating content area literacy instruction in the middle schools is a complex process that will require teacher education, collaboration, and a commitment to change. Overall, extended literacy instruction in the content area is necessary so that adolescents can handle the demands of our knowledge-based society as well as acquire positive experiences in school, at work, and in the global economy.
590 $a School code: 0111.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0279
690 $a 0450
690 $a 0535
690 $a 0727
710 2 $a University of Massachusetts Lowell. $3 1017839
773 0 $t Dissertation Abstracts International $g 72-05A.
790 1 0 $a Simmons, Jay W., $e advisor
790 $a 0111
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3447983