The (In)Effectiveness of Content Area Literacy Instruction for Secondary Preservice Teachers

1998 ◽  
Vol 71 (6) ◽  
pp. 372-374 ◽  
Author(s):  
Barbara Livingston Nourie ◽  
Susan Davis Lenski
Keyword(s):  
Preservice Teachers ◽  
Literacy Instruction ◽  
Content Area Literacy ◽  
Content Area

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

2017 ◽  
Vol 17 (4) ◽  
pp. 44-66
Author(s):  
Treavor Bogard ◽  
Mary-Kate Sableski ◽  
Jackie Arnold ◽  
Connie Bowman
Keyword(s):  
Student Teachers ◽  
Literacy Instruction ◽  
Content Area Literacy ◽  
Content Area ◽  
Teacher Licensure ◽  
Content Literacy ◽  
Actual Performance ◽  
Clinical Educators ◽  
Ability Perceptions ◽  
K 12

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. 

Preparing Preservice Teachers to Thread Literacy across the Curriculum with Blogging and Digital Storytelling

2014 ◽  
pp. 178-189
Author(s):  
Pamela M. Sullivan ◽  
Natalie Gainer
Keyword(s):  
Preservice Teachers ◽  
Digital Storytelling ◽  
Content Area Literacy ◽  
Lessons Learned ◽  
Content Area ◽  
Theoretical Rationale ◽  
Technological Tools ◽  
Literacy Course ◽  
Literacy Across The Curriculum

This chapter describes a case study integrating technological tools, digital storytelling, and blogging into a content-area literacy course for preservice teachers. The theoretical rationale and models are discussed, and the steps in planning for integration are outlined. Examples and resources are provided as well as a discussion of lessons learned during and after the integration.

scholarly journals Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI).

2017 ◽  
Vol 109 (3) ◽  
pp. 301-320 ◽  
Author(s):  
Carol McDonald Connor ◽  
Jennifer Dombek ◽  
Elizabeth C. Crowe ◽  
Mercedes Spencer ◽  
Elizabeth L. Tighe ◽  
...  
Keyword(s):  
Social Studies ◽  
Literacy Instruction ◽  
Fourth Grade ◽  
Content Area Literacy ◽  
Content Area

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

2020 ◽  
pp. 105345122094436
Author(s):  
Jade Wexler ◽  
Devin M. Kearns ◽  
Erin Hogan ◽  
Erin Clancy ◽  
Alexandra Shelton
Keyword(s):  
Middle School ◽  
Special Education ◽  
Literacy Instruction ◽  
Literacy Practices ◽  
Content Area Literacy ◽  
Fidelity Of Implementation ◽  
Content Area ◽  
Evidence Based ◽  
Instructional Framework ◽  
Content Area Instruction

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

2020 ◽  
pp. 105345122094437
Author(s):  
Cheryl Lyon ◽  
Erin K. Hogan ◽  
Devin M. Kearns
Keyword(s):  
Reading Comprehension ◽  
Literacy Instruction ◽  
Student Support ◽  
Content Area Literacy ◽  
Individualized Instruction ◽  
Content Area ◽  
Teaching Model ◽  
Typically Developing ◽  
Instructional Framework ◽  
Class Instruction

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.

Sign in / Sign up

Export Citation Format

Share Document