Abstract
This study examined how secondary teachers supported their students’ comprehension of informational text. Four content-area teachers – English, science, social studies, and vocational – were observed and interviewed in this study based on hermeneutic phenomenology methods. In addition, the teachers provided a sample of lessons delivered outside the observed processes. The findings exposed processes and actions that teachers intentionally engaged in to make informational text accessible to their students, create conditions that celebrated and supported the learning process, and that led students to valuable understandings when their students read informational text. The research also unveiled varied points of emphasis in terms of intentions, strategies, and outcomes across four distinct curricular areas in a secondary school setting.
Advisor
Julie Carlson
Committee Member
Kyle Ward
Committee Member
Jill Long
Date of Degree
2017
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Educational Leadership
College
Education
Recommended Citation
Strukel, P. (2017). Instructional Design: How Secondary Teachers Promote Student Comprehension of Informational Text [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/743/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
Instructional Media Design Commons, Language and Literacy Education Commons, Secondary Education Commons
Rights Statement
