An Examination of Secondary English Language Arts and Social Studies Teachers' Perceptions and Implementation of Effective Literacy Instruction Practices in Their Content Area Classrooms: A Correlation Study
According to national assessments of student performance, struggling readers in secondary grades continue to struggle, specifically in the areas of vocabulary development and reading comprehension. As a result, the identified students struggle with content area learning. It is important to examine content area teachers' perspectives and instructional needs about the role of reading/literacy in their content area. This study uses a correlational research design, consisting primarily of collection and analysis of inventory data, collected from 74 secondary English Language Arts (ELA) and Social Studies teachers in grades 6-12. The use of correlational design was selected to examine possible relationships between perceptions of ease of use, usefulness, and attitude towards literacy instruction and implementation of effective literacy practices. This study examines secondary English Language Arts (ELA) and Social Studies teachers' perceptions and implementation of effective literacy instruction practices, in grades 6-12, through the analysis of correlational data, collected through an inventory related to this topic. Using multiple regression analysis of data, results of this study found a significant relationship between ease of use and teacher attitude, as well as teacher attitude and implementation of literacy instructional practices associated with positive effects in student achievement. This study also shows the significance of ease of use when implementing instructional practices in the classroom, as well as examines differences related to teacher education, preparation, and content area. The results of this study have the potential to (a) inform ELA and Social Studies teachers in grades 6-12, school administrators, related department heads, and school district leaders with recommendations for professional development and (b) identify areas for future research. The results of this study could provide much needed insight into the instructional decision making of secondary content area teachers, specifically in the area of literacy instruction within the ELA and Social Studies content area classrooms.
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Doctor of Philosophy (Ph.D.)
College of Community Innovation and Education
School of Teacher Education
Education; Reading Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Mitchell, Melissa, "An Examination of Secondary English Language Arts and Social Studies Teachers' Perceptions and Implementation of Effective Literacy Instruction Practices in Their Content Area Classrooms: A Correlation Study" (2021). Electronic Theses and Dissertations, 2020-. 733.