This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…

Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies to engage students in reading. Factor analysis of 28 instructional strategy items led to five self-reported instructional foci among 66 kindergarten and…

Skill and drill remediation in developmental reading courses do not prepare students for reading tasks in future college-level courses. When a skill and drill model is replaced with a model that utilizes contextualization, students engage in relevant activities with authentic texts to prepare students for college-level activities. The reading…

The literacy practices of high school social studies teachers in the Jefferson School District were examined. Common Core State Standards highlight a focus on literacy skills in the content areas while also emphasizing the importance of developing critical thinking. Despite the identified links between social studies and literacy, reading and…

Research has shown that certain ways of teaching can make a difference in whether students learn standards-based content. Many strategies have proven to be effective in teaching literacy, mathematics, science and social studies. These strategies have facilitated blending academic and career/technical subjects to make learning more meaningful for…