Content Area Literacy Instruction Research Articles

A mixed methods study of teachers’ use of feedback within middle school social studies classrooms to promote reading comprehension

BackgroundAlthough feedback is consistently shown to have a positive effect on student achievement, there is also large heterogeneity in effect based on a variety of factors including how teachers use it in the classroom. Understanding how teachers use feedback as part of their content area literacy instruction in inclusive middle school social studies classrooms is therefore a worthy object of investigation. AimsThis paper applies an explanatory-sequential mixed-methods design to an existing dataset. We leverage this dataset to first understand whether teachers' feedback use improved students' ability to read social studies texts with understanding and acquire social studies content knowledge from text. It then characterizes the feedback teachers used and draws conclusions on how feedback's form may have influenced its effect. SamplesQuantitative analysis included 8865 min of audio recorded classroom instruction from 28 teachers in the United States. Additionally, social studies knowledge acquisition and reading comprehension achievement measures were collected from 893 students. Qualitative analysis included 37 transcripts of audio recorded lessons (38–65 min each) from five randomly selected teachers. MethodsQuantitative analysis preceded qualitative. Quantitative analyses included coding of all 8865 min to determine presence of feedback found effective by Hattie and Timperley (2007). This coding was used in a fixed effects model to investigate the effect teacher feedback use had on student reading comprehension and knowledge acquisition outcomes. Qualitative analysis included a collective case study of patterns of feedback use. ResultsFeedback did not have a substantial association with scores on the content knowledge or reading comprehension measures. Teachers’ feedback patterns suggest they frequently missed opportunities to help students understand goals and self-regulate their behavior as they moved toward them. ConclusionsThe ineffective forms of feedback displayed by teachers likely reduced feedback's effect on student outcomes.

Examining the Effects of Integrated Science and Literacy Instruction on Second Graders’ Reading Comprehension, Reading Motivation, and Ability to Write Science Informational Texts

This quasi-experimental study aimed to examine content-area literacy instruction in comparison to a science-infused literacy instruction (SILI) to determine how these two approaches influenced 2nd grade students’ ability to read and write science informational text and the students’ attitude and motivation towards reading. After professional development, five teachers taught their classes twelve thematic lessons designed using either the content-area literacy (N = 37) or the SILI (N = 40) instruction to 2nd grade students. Teachers in both groups implemented thematic lessons that taught the life cycle of plants and included interactive read-alouds, graphic organizers, watching time lapse videos of plant growth, and reading digital texts independently and in small groups to support students in building the content knowledge and vocabulary necessary to write science informational texts. Students in the SILI group also participated in hands-on science activities including planting seeds and documenting plant growth, exploring the parts of a live basil plant, and taking walks outdoors to observe plants at various stages of the plant life cycle. Lessons took place over four weeks to assist students in acquiring science content knowledge so as to transfer this knowledge into science informational texts and to determine the influence of both instructional approaches on reading comprehension and reading attitude and motivation. Findings resulted in the content-area literacy instruction producing higher and statistically significant reading comprehension and writing rubric scores than the SILI group with medium effect sizes reported. The SILI group produced higher reading attitude and motivation scores, but these results were not statistically significant. Implications for both early childhood science and literacy classroom instruction as well as multiple implications for future research are discussed.

Improving literacy instruction in co-taught middle school classrooms to support reading comprehension

We examined the effects of a professional development (PD) with coaching model designed to improve literacy and co-taught instruction for students with and without disabilities in co-taught content-area middle school classes. Eleven co-teaching pairs in nine schools were randomly assigned to the Content Area Literacy Instruction (CALI) condition (n = 7 pairs) or a business-as-usual comparison condition (n = 4 pairs). All 22 teachers individually completed researcher developed pre- and posttests of teacher knowledge and skills and perceived effectiveness of their personal ability and their co-teachers’ ability. At pre- and posttest, students (n = 212) completed three measures of reading comprehension. CALI teachers demonstrated significantly higher scores than comparison teachers at posttest on a measure of knowledge and skills, perceived personal effectiveness, and perceived co-teachers’ effectiveness. All CALI co-teaching pairs demonstrated high levels of fidelity. Students in the CALI classrooms demonstrated significant gains on an essential aspect of a researcher-developed measure of reading comprehension. However, the treatment effect was non-significant for the two standardized measures of reading comprehension. Results provide initial support for a model in improving teacher instructional outcomes and student academic outcomes.

Improving Instruction in Co-Taught Classrooms to Support Reading Comprehension

This unique special issue features five articles that provide guidance for middle school special education and general education content-area co-teachers on how to implement enhanced co-teaching models including specialized literacy instruction and best practices for co-teachers (e.g., co-planning; using station teaching to differentiate instruction). The authors of each article were part of a research team that conducted a 2015–2018 development and innovation professional development project funded by the U.S. Department of Education, Institute of Education Sciences, Project CALI (Content Area Literacy Instruction). Project CALI resulted in the development of the CALI professional development designed to provide co-teachers guidance on how to implement a set of evidence-based literacy practices (i.e., the CALI instructional framework) to improve outcomes for students with learning disabilities (LD) in co-taught classes. Authors in this special issue use examples from the CALI professional development to illustrate each practice.

Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom

It is essential that middle school content-area and special education co-teachers adopt evidence-based literacy practices that they can integrate into their content-area instruction to address the needs of all of the students in their classes. This article provides co-teachers with four planning tips to improve implementation of the practices they adopt. The planning tips are organized using the acronym FIRST: (a) monitor Fidelity of implementation of the adopted practices, (b) Integrate the practices into daily content-area instruction and across the year, (c) determine the Roles of each co-teacher when planning for and implementing instruction in the adopted practices, and (d) consider specific guidelines to Select Texts for each literacy-focused lesson. The planning tips are illustrated using examples related to the content-area literacy instruction (CALI) instructional framework, which is a set of evidence-based literacy practices and procedures designed to improve the literacy instruction middle school coteachers implement in their content-area classes.

Individualizing Literacy Instruction in Co-Taught Classrooms Through a Station Teaching Model

The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed, research-based, and whole-class instruction often leads to inadequate improvement in reading comprehension and thus learning of content material. In CALI, teachers use student data to determine which students need more support and targeted, individualized instruction, and by contrast, which students may benefit from opportunities to extend their learning with more challenging texts and student-managed work. This article provides guidance for designing and implementing customizable lessons using station-teaching to individualize instruction. The Project CALI student support model is the final instructional piece of the CALI instructional framework.

Writing in young bilingual children: Review of research

The importance of writing to academic achievement has been well-documented. Substantial research has investigated writing among monolingual speakers, but less research has examined writing in bilingual students, particularly in early childhood. Understanding young bilingual children’s writing development and identifying instructional pedagogies that support their growth as writers, is imperative. To guide pedagogy and research, we conducted a review of the research on writing in young bilingual children. A search of databases for studies published between 2000 and 2017 yielded 35 peer-reviewed articles that met inclusion criteria. Results of a content analysis demonstrated that young bilingual children develop knowledge and understandings of print and a range of composing strategies that support bilingual and biliterate writing. Pedagogies most supportive of young bilingual students’ growth as writers were meaning-based, provided explicit instruction on concepts about print that were contextualized within authentic activities, and created curricular space for multimodal forms of literacy. Genre-based writing instruction, technology-mediated composing, and ESL-enhanced content area literacy instruction also were found to be supportive. The evidence indicated that instruction in the native language as well as dual language instruction supported biliteracy.

Minding the Gap: Mentor and Pre-service Teachers’ Ability Perceptions of Content Area Literacy Instruction

This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly affected ratings of the four content literacy component skills measured, but the effect of Role did not significantly differ based on Program. Participants’ written explanations of their ability ratings revealed how their mental models of content literacy accounted for differences in ability perception by Role. Implications are provided for enhancing pre-service teachers’ perceptual and qualitative awareness of the practices that underlie highly effective content-area literacy instruction.

Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI).

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (d=2.2) and science (d=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (d=.125).

Supplemental Material for Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

Supplemental Material for Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

Characteristics of Literacy Instruction That Support Reform in Content Area Classrooms

AbstractCurrent reforms in content area education present new challenges for literacy educators. These reforms promote engaging students in the practices of the disciplines—teaching students how to participate in an activity in which disciplinary content is produced. Content area literacy (CAL) instruction that supports only the learning of general academic or school literacies undermines these content area reforms and their focus on participation because it does not teach the literacies that students need to participate in the disciplines. In this article, the authors present an argument for why CAL instruction should focus on teaching disciplinary literacies instead of a general academic literacy. The authors show how CAL instruction focused on disciplinary literacies can support the educational goals of both literacy educators and content area reformers. The authors also contrast four corresponding characteristics of both types of CAL instruction and illustrate these with examples.

Engaging Preservice Teachers in Disciplinary Literacy Learning Through Writing

AbstractThe field of content area literacy instruction is shifting from a general understanding of literacy towards disciplinary literacy. Much of the work in the field of disciplinary literacy has focused on reading, while writing has often been overlooked. This article summarizes the findings of a qualitative case study of two preservice teachers as they experienced a unit of study during a Reading in the Content Areas course. Described in the article is how the unit of study as a writing assignment encompasses three aspects of disciplinary literacy: (1) discourses and practices in disciplinary learning and literacy, (2) identities and identifications in disciplinary learning and literacy, and (3) knowledge in disciplinary learning and literacy. Results found the unit of study enhanced preservice teachers’ knowledge of their discipline and writing instruction. The unit of study approach to writing instruction may offer literacy educators a way to engage preservice teachers in writing specific to their discipline.

Relationships of general vocabulary, science vocabulary, and student questioning with science comprehension in students with varying levels of English proficiency

This study investigated the influence of general vocabulary knowledge, science vocabulary knowledge, and text based questioning on the science reading comprehension of three types of students who varied in their English language proficiency. Specifically, grade 5 English-Only speakers, English Language Learners in the United States, and students learning English as a Foreign Language in a Spanish-speaking country were compared across the aforementioned variables to examine their relationship to reading comprehension. Findings indicated that general vocabulary, science vocabulary, and questioning contributed significant variance to the explanation of science reading comprehension. However, no particular variable was found to interact with language proficiency in their contribution to science reading comprehension. Findings are discussed in terms of the roles that each variable could play in content area comprehension. Implications for content-area literacy instruction of second-language students are considered.

From Resistance to Advocacy for Math Literacy: One Teacher's Literacy Identity Transformation

AbstractSecondary preservice teachers often articulate the belief that literacy instruction is irrelevant in their future content‐area classrooms. Resistance is not a new concern in literacy teacher education programs, but the longevity of this belief and the absence of content area literacy instruction in the majority of secondary classrooms are distressing realities. This article documents one math teacher's initial negative beliefs about literacy instruction and his teacher literacy identity transformation to openly embrace and advocate for literacy instruction. In order for beliefs to shift regarding content area literacy instruction in secondary social and cultural contexts, teacher educators must focus on the developing teacher literacy identities of the preservice teachers sitting in their classrooms; that is, their conscious and confident view of self as responsible for and in control of improving the literacy learning of self and the competency to enact engagements to guide the literacy learning of students.

A Social Semiotics Framework for Conceptualizing Content Area Literacies

The author outlines ways in which conceptions of texts and literacy may be distinctive across academic disciplines. Framed in theories of social semiotics, she asserts that each discipline is recreated through a series of texts, defined broadly to include any instances of communication. Texts in each content area not only instantiate a particular body of content, but also instantiate social practices and roles in relation to that content. After outlining how content and social roles may vary according to each discipline, the author concludes that content area literacy instruction can include encouraging students to recognize and reflect on these differences in texts and the practices surrounding them, thereby helping students to develop metadiscursive frameworks for navigating content area literacies.

Preparing Novice History Teachers to Meet Students’ Literacy Needs

In spite of calls for increased literacy instruction in secondary content classes, there appears to be little change in practice. One reason for this may be that content area literacy courses inadequately prepared teachers to teach literacy skills specific to their content area. This article describes a program that embeds content area literacy instruction in a methods course taken by preservice history teachers. In this course, teaching candidates explore issues of literacy specific to history classrooms. Candidates’ written reflections, examination responses, and course evaluations reveal the development of knowledge, skills, and dispositions necessary to include literacy instruction in history classes.

Targeting Content Area Literacy Instruction to Meet the Needs of Adolescent English Language Learners

(2010). Targeting Content Area Literacy Instruction to Meet the Needs of Adolescent English Language Learners. Middle School Journal: Vol. 41, Celebrating Cultural Diversity, pp. 23-32.

Place‐Based Essay Writing and Content Area Literacy Instruction for Preservice Secondary Teachers

As teacher educators, we discuss the ways place‐based inquiry can be incorporated into content area literacy instruction with preservice secondary teachers to strengthen an understanding of discipline‐specific applications for content area literacy. We begin with a discussion of content area literacy as a situated experience and examine the ways place‐based writing/inquiry can create authentic content area learning. The remainder of the manuscript describes specific classroom examples and techniques involved in place‐based content area inquiry that we feel are essential in order to successfully implement place‐based content area literacy instruction.إننا كأساتذة المعلمين نناقش الطرق التي يمكن من خلالها أن يندمج الاستعلام المبني على المكان في تعليم معرفة القراءة والكتابة في مجال المحتوى مع معلمي الثانوية ما قبل الخدمة لتدعيم فهم التطبيقات في مجال علمي معين بالنسبة لعملية التعلم في مجال المحتوى. نبدأ بنقاش معرفة القراءة والكتابة في مجال المحتوى نزعم أنها تجربة متعلقة بالوضع ونتقصى الطرق التي يمكّن فيها مكان الكتابة والاستعلام من خلق تعلم مجال المحتوى الأصلي. ويصف باقي المخطوط الأمثلة الخاصة من الصف والتقنيات المتضمنة في الاستعلام المبني على المكان في مجال المحتوى التي نحس بأنها ضرورية من أجل تنفيذ هذا النوع من التعليم بنجاح.我们以教师教育工作者的身份，与职前中学教师讨论如何把以地方为主的探究与学科读写教学互相结合，以加强他们对学科读写教学应用于特定学科范畴的认识。本文首先讨论学科范畴读写能力就是置身于真实环境而得的经验这理论观点，并考查以地方为主的写作/探究如何创造真正的学科范畴学习。本文接着描述一些以地方为主的学科范畴探究的具体课堂实例和课堂技巧。本文认为如要以地方为主的学科范畴读写教学得到成功实施，这些具体课堂实例和技巧是不可或缺的参考。En tant que formateurs de maîtres, nous nous demandons comment l'enquête de terrain pourrait être introduite dans l'enseignement de la littératie des disciplines lors de la formation initiale d'enseignants du second degré pour étendre la compréhension des applications spécifiques de la discipline à la littératie de son contenu. Nous commençons par une discussion de la littératie d'une discipline en tant qu'expérience située et examinons de quelle façon l'enquête de terrain / écriture peut créer un contexte d'apprentissage authentique de la discipline. La suite du texte décrit des exemples d'une classe spécifique et les techniques impliqués dans l'enquête de terrain d'une discipline, ce qui nous semble essentiel pour implanter correctement l'enseignement de la littératie d'une discipline.Преподаватели педагогических вузов обсуждают, как можно включить в обучение предметной грамотности для будущих учителей средних школ такой аспект, как полевые исследования или т.н. “локальный поиск”. Для начала предметная грамотность рассматривается как определенный ситуативный опыт и исследуются способы применения полевых исследований для создания аутентичной основы изучения предмета. Остальная часть статьи представляет примеры уроков и конкретные методы локального поиска, которые позволяют успешно осуществлять развитие предметной грамотности.Como educadores de maestros, discutimos las maneras en que el cuestionamiento basado en el lugar puede ser incorporado a la instrucción de competencias en materias de contenido con maestros de preservicio a nivel de secundaria para fortalecer el entendimiento de aplicaciones específicas a la disciplina para las competencias en materias de contenido. Empezamos con una discusión sobre la competencia en materias de contenido como una experiencia de lugar y examinamos maneras en que la escritura/el cuestionamiento basado en el lugar pueden crear un aprendizaje auténtico en la materia de contenido. El resto del manuscrito describe ejemplos específicos del salón de clase y técnicas concernientes al cuestionamiento de materias de contenido basadas en el lugar para poder implementar exitosamente la instrucción de competencias en materias de contenido basadas en el lugar.

Why Content-Area Literacy Messages Do Not Speak to Mathematics Teachers: A Critical Content Analysis*

Much has been written to convince content-area teachers to include literacy instruction as part of their regular content instruction. The purpose of this study was to determine how the messages available in the literature are framed and how they might be viewed by content-area teachers, especially mathematics teachers. The analysis revealed that messages available to content-area teachers about literacy neglect, deemphasize, or misrepresent mathematics and/or mathematics education. These findings may help explain why content-area teachers, particularly mathematics teachers, resist ideas related to content-area literacy instruction

Redefining Content-Area Literacy Teacher Education: Finding My Voice through Collaboration

In this essay, Roni Jo Draper reflects upon her professional journey as a content-area literacy teacher educator, describing how she first became a literacy teacher educator and how she later came to collaborate with a group of teacher educators who specialize in disciplines such as music, theater, and mathematics. Drawing upon ethnographic data from the group's participatory action research project, she explains how their collaboration shaped her understanding of her own professional role and expanded her definitions of texts, content-area literacy, and literacy itself. Informed by insights she gained through the project, Draper argues that content-area literacy instruction should promote mastery of the intellectual discourse within a particular discipline. She also suggests ways to increase collaboration between literacy and content-area specialists working in the field of teacher education.