Poster #37 - Disciplinary Literacy Perceptions and Realities: A National Survey of Middle School and Secondary School Teachers

• In Event: 79.052 - MTCC Poster Session 19
  In Poster Session: 79.052-4 - Teaching Across Multiple Spaces

Abstract

One attempt to foster secondary school students’ literacy development is to focus on discipline-specific literacy skills and processes valued in the discipline in an attempt to both improve and accelerate students’ literacy achievement (Moje, 2007). The purpose of this study is to investigate secondary-school teachers’ self-reported disciplinary literacy knowledge and practices. 124 secondary-school teachers (grades 7-12) in the United States across disciplines were sampled to measure their self-reported beliefs and practices about the role of texts and disciplinary literacy practices used in their instruction. Results indicated the subject area influenced teachers’ perceptions of disciplinary literacy in the classroom, specifically what reading and writing practices and assignments they implemented.

Authors

• Michael Manderino, Northern Illinois University

• Phillip Michael Wilder, Clemson University

• Paula Di Domenico, Leyden High School District #212

• Lorraine Jacques, Clemson University