Lessons From Middle School Teachers on Their Provision of Literacy Instruction in Co-Taught English Language Arts Classrooms

• In Event: AERA Poster Session 7
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 2

Abstract

The Common Core State Standards have significantly altered and raised the expectations placed upon the instruction of reading and writing. In light of these more rigorous expectations, we examined how middle school teachers within co-taught English Language Arts (ELA) classrooms perceived their provision of literacy instruction, particularly for students with disabilities and struggling readers. Using qualitative methods, we analyzed interviews with 34 teachers from 7 schools across 3 states. We found that the majority of teachers indicated providing all students with instruction on grade-level texts, regardless of their reading level. All of the co-teaching pairs reported that students with disabilities who struggled with reading received additional and/or remedial literacy instruction outside of the co-taught classroom.

Authors

• Laura E. Bray, The Pennsylvania State University

• Anne Sinclair, Vanderbilt University

• Yan Wei, Southern Connecticut State University

• Erin Clancy, University of Maryland - College Park

• Jade Wexler, University of Maryland

• Chris Jay Lemons, Vanderbilt University

• Devin Kearns, University of Connecticut - Storrs