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SACAD: John Heinrichs Scholarly and Creative Activity Days

Award Level

3rd Place - Non-empirical Faculty/Staff

Classification

Non-empirical Faculty/Staff

Abstract

Reading comprehension models implemented in content classrooms boost adolescent reading achievement. Yet, few researchers examine how such models are incorporated into teachers’ daily instruction. We used extended observations and interviews to examine the integration of Collaborative Strategic Reading (CSR), an evidence-based reading comprehension model, into the instructional practices of fifteen middle school content teachers. High integration teachers embedded CSR lessons into their curriculum and reinforced CSR strategy use throughout the week. These teachers felt supported in their efforts by colleagues and school administrators. There is much to be learned from the ways in which teachers engage in the art of integrating new methods into their teaching.

Department

Advanced Education Programs

Submission Type

Poster

Date

4-17-2018

Rights

Copyright the Author(s)

Comments

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