A Comparison of Teachers' Knowledge and Use of Content Reading Strategies in the Primary Grades

Authors

Mary E. Howe, University of Southern Mississippi
Sirpa T. Grierson, University of Southern Mississippi
Mark G. Richmond, University of Southern Mississippi

Document Type

Article

Publication Date

6-1-1997

Department

Educational Studies and Research

Abstract

The purpose of this study was to investigate primary grade (1-3) teachers' self reports of (a) familiarity, (b) utility, and (c) perceived applicability of content reading strategies based upon the responses of 68 teachers to the Content Area Questionnaire. Frequency analyses indicated moderate to large effects of the independent variables of knowledge, use, and recommendation of selected strategies considered general to reading comprehension. Teachers did not appear to be familiar with strategies that are recommended in the professional literature as most helpful in content reading. Years of teaching at the same grade level, attendance at workshops, and taking content area reading courses all appeared to have a positive impact upon the independent variables.

Publication Title

Reading Research and Instruction

Volume

36

Issue

4

First Page

305

Last Page

324

Recommended Citation

Howe, M. E., Grierson, S. T., Richmond, M. G. (1997). A Comparison of Teachers' Knowledge and Use of Content Reading Strategies in the Primary Grades. Reading Research and Instruction, 36(4), 305-324.
Available at: https://aquila.usm.edu/fac_pubs/5369