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

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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