Readers, Writers, Paleontologists, and Historians: A Qualitative Analysis of How Sixth-Grade Teachers Frame Reading Instruction

• In Event: Teacher Beliefs and Practices to Foster Engaged Literacy Learning

Abstract

Students encounter an increasing number and variety of texts as they advance from kindergarten to twelfth grade. Among literacy researchers and educators, there is growing recognition that elementary and secondary students need instruction to know how to evaluate these different types of texts and synthesize information across them. In this paper, I examine how sixth-grade teachers at one school structured reading activities as part of literacy, science, and social studies lessons. I draw on classroom observations, teacher interviews, and lesson artifacts in the analysis. The findings illustrate teachers’ frames for teaching reading within the subject areas.

Author

• Nicole Anne Mancevice, University of California - Los Angeles