Content reading strategies: What teachers know, use, and want to learn

Abstract

This descriptive study explores K‐12 classroom teachers existing knowledge of, use of, and desire to learn content reading strategies. Elementary and secondary schools were randomly selected in three states in rural, urban, and suburban areas, and surveys were administered during faculty meetings to 435 teachers. Results indicate that teachers identify content textbooks as teaching materials most often used, and they are receptive to learning content reading strategies. Fewer than one‐half of the teachers surveyed are familiar with popularly identified strategies, and many who are familiar with these strategies do not use them. An efficient and effective delivery and support system for preservice and practicing K‐12 classroom teachers needs to be designed and implemented so that content reading strategies are learned and used to promote learning.

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