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.
Date of Degree
Doctor of Education (EdD)
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/
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