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Area Literacy Strategy  \nInstruction  \nAnjell H. Edwards  \nSamford University  \nPatricia Neill and Phyllis B. Faust  \nTrussville City Schools  \nThis study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers’perceptions regarding their implementation of content area literacy strategy instruction. The null hypotheses were tested using an independent t-test and a factorial ANOVA. Results of the t-test indicated no statistically significant difference in perceptions of Title I middle school teachers regarding implementation of content area literacy strategy instruction. The factorial ANOVA indicated a statistically significant difference in students’ test scores, but minimal to no effect size.  \nKey Words: content area teachers, literacy coaching, literacy instruction, content area literacy, literacy strategy  \nIntroduction  \nSecondary teachers often find themselves coddling students during instruction because of students’ inability to read and comprehend grade-level material (Gibbs, 2009). According to the U.S. Department of Education, reading is a primary indicator of academic success across content areas and the “global information economy requires today’s American youth to have far more advanced literacy skills than those required by any previous generation”(Kamil, Borman, Dole, Kral, Salinger, & Torgesen, 2008, p. 1) . By the time students reach middle school, many are skillful in the mechanics of reading, but lack the ability to strategically read and interpret meaning from text (Vacca, 2002) . Students have a limited view of writing and seldom use writing to demonstrate understanding of information gleaned from textbooks and classroom discussions. In-depth learning across content areas requires advanced literacy skills, and the use of literacy and language strategies to comprehend subject-area concepts (Snow & Moje, 2010) .  \nEmphasis is placed upon reading instruction in kindergarten through third grade. However, students who appear to be on target academically begin to struggle when they encounter complex texts in upper grades (Salinger, 2003) . The traditional focus upon skill building in early grades is not sufficient for helping students master difficult vocabulary, composition, and concepts they encounter as they advance in school (Gewertz, 2009; Biancarosa, 2012) . According to Biancarosa (2012), in addition to more complex vocabulary, composition, and concepts, adolescents must learn to glean information from tables, graphs, pictures, and figures presented in far more complex ways than they are in books students encounter in earlier grades.  \nBeginning in fourth grade, effective reading instruction makes a shift from teaching students to learn to read and focuses upon helping students use reading skills to learn curriculum content (Burns & Gibbons, 2008) . This shift focuses upon students’ability to comprehend material and lasts throughout high school where the focus is upon helping students apply comprehension strategies that help them master information across content areas. Many students struggle with this shift in focus, finding it difficult to manipulate skills and strategies necessary for independent learning (Salinger, 2003) . According to Robb (2000), struggles adolescent students face may be a result of the lack of support they receive as they move from fluently decoding textbooks to strategically reading textbooks.  \nWell-skilled teachers who incorporate content literacy practices into their instruction improve students’ reading capacity, vocabulary, and content knowledge (Brozo, 2010) . However, secondary teachers need help understanding how to manage the dual task of","cbCaicCAsaFW4f21","https://ap.wps.com/l/cbCaicCAsaFW4f21","pdf",222569,11,"English","# Introduction\n## Literacy coaching and teacher perceptions\n## Reading and strategic comprehension across content areas\n## Shift from learning to read toward using reading to learn\n## Teacher support needs and professional development models\n## Research methods and statistical testing","[{\"question\":\"What does the study compare regarding literacy coaching?\",\"answer\":\"It compares perceptions and implementation of literacy instruction among content area teachers who receive literacy coaching versus those who receive no literacy coaching.\"},{\"question\":\"How is teacher perception measured in the study?\",\"answer\":\"A survey measures teachers’ perceptions about how they implement content area literacy strategy instruction.\"},{\"question\":\"What do the statistical results show about perceptions and student achievement?\",\"answer\":\"Independent t-tests show no statistically significant difference in perceptions, while factorial ANOVA indicates students’ test scores differ statistically but with minimal to no effect size.\"}]","Literacy Coaching - Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction | PDF",1792069842,28]