Abstract
Adolescent learners are expected to read and comprehend complex texts, especially as they engage in content-area reading. However, content-area teachers often lack the necessary literacy training and self-efficacy to support students. The purpose of this design-based research study was to develop and evaluate the effects of read-aloud technology resources combined with explicit strategy instruction on secondary learners’ reading comprehension in science, content learning, and self-regulation as well as science teachers’ instructional self-efficacy for supporting student reading. The study reports on two cycles of implementation with qualitative and quantitative methodologies. Implementation was with the entire class, but findings report on students who consented. Thus, student participants were two eighth graders in the first cycle and five seventh graders in the second cycle while instruction was provided by their participating science teachers. Findings show improvements on students’ reading comprehension and content learning and increased instructional teacher self-efficacy for literacy in science classrooms. Implications for future research and practice are further discussed.
Published Version
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