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High School Science Teachers' Percep...

Williams, Theresa.

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High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction./
作者:	Williams, Theresa.
面頁冊數:	281 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10101004
ISBN:	9781339648569

High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction.
Williams, Theresa.

High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction. - 281 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Walden University, 2016.

In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of the 10 participants believed that it is their responsibility to provide reading comprehension. However, the findings also revealed that the participants provided varying levels of reading comprehension instruction as an integral part of their science instruction. The potential for positive social change could be achieved by teachers and administrators. Teachers may use the findings to reflect upon their own personal feelings and beliefs about providing explicit reading comprehension. In addition to teachers' commitment to reading comprehension instruction, administrators could deliberate about professional development opportunities that might improve necessary skills, eventually leading to better comprehension skills for students and success in their education.

ISBN: 9781339648569Subjects--Topical Terms:

2122756
Reading instruction.

High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction.
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