Abstract
This paper synthesized studies of professional development for middle school content area teachers and the teachers’ subsequent implementation of literacy strategies. Four studies were identified as having a majority of participants teaching English/reading, mathematics, science, and social studies in grades 6 through 8. Articles meeting the criteria included two qualitative studies of the impact of professional development on implementation of literacy strategies, one ethnographic study of the characteristics of content area teachers with strong implementation of literacy strategies, and one quasiexperimental study of the impact of professional development on student reading performance. Findings indicate that ongoing schoolwide initiatives that are responsive to teachers’ perceived needs hold promise for increasing literacy instruction across the curriculum and improving some student reading skills.
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