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An Examination of Secondary English Language Arts and Social Studies' Teachers' Perceptions of Literacy Integration in Their Content Area Classrooms.

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Title: An Examination of Secondary English Language Arts and Social Studies' Teachers' Perceptions of Literacy Integration in Their Content Area Classrooms.
Authors: Mitchell, Melissa (AUTHOR), Zygouris-Coe, Vassiliki (AUTHOR)
Source: Reading Psychology. Apr2025, Vol. 46 Issue 3, p229-270. 42p.
Subjects: Teacher attitudes, Language arts, Multiple regression analysis, Educational accountability, Achievement gap
Abstract: Secondary students continue to struggle with achievement gains in literacy. Content area teachers have the responsibility of providing literacy integration to support struggling students and help close the achievement gap in their content area classrooms. With this responsibility, it is important to examine content area teachers' perspectives and instructional needs related to the role of literacy integration in their content area. Using a correlational research design and multiple regression analysis of survey data, this study examined the relationships between secondary English Language Arts and Social Studies teachers' perceptions of ease of use, usefulness, and attitude toward literacy integration of effective literacy practices in grades 6-12. Results from this study showed a significant relationship between ease of use and teacher attitude, as well as teacher attitude and integration of literacy instructional practices. The results also showed the significance of ease of use when integrating literacy practices into secondary content area classrooms. Findings from this study may provide much needed insight to school- and district-based literacy professionals and administrators about how to support the instructional decisions of English Language Arts and Social Studies related to integrating literacy practices in their secondary content area classrooms. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: An Examination of Secondary English Language Arts and Social Studies' Teachers' Perceptions of Literacy Integration in Their Content Area Classrooms.
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  Data: <searchLink fieldCode="AR" term="%22Mitchell%2C+Melissa%22">Mitchell, Melissa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zygouris-Coe%2C+Vassiliki%22">Zygouris-Coe, Vassiliki</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Apr2025, Vol. 46 Issue 3, p229-270. 42p.
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  Data: <searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+accountability%22">Educational accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+gap%22">Achievement gap</searchLink>
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  Data: Secondary students continue to struggle with achievement gains in literacy. Content area teachers have the responsibility of providing literacy integration to support struggling students and help close the achievement gap in their content area classrooms. With this responsibility, it is important to examine content area teachers' perspectives and instructional needs related to the role of literacy integration in their content area. Using a correlational research design and multiple regression analysis of survey data, this study examined the relationships between secondary English Language Arts and Social Studies teachers' perceptions of ease of use, usefulness, and attitude toward literacy integration of effective literacy practices in grades 6-12. Results from this study showed a significant relationship between ease of use and teacher attitude, as well as teacher attitude and integration of literacy instructional practices. The results also showed the significance of ease of use when integrating literacy practices into secondary content area classrooms. Findings from this study may provide much needed insight to school- and district-based literacy professionals and administrators about how to support the instructional decisions of English Language Arts and Social Studies related to integrating literacy practices in their secondary content area classrooms. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02702711.2024.2425086
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        Text: English
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        Type: general
      – SubjectFull: Language arts
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      – SubjectFull: Multiple regression analysis
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      – SubjectFull: Educational accountability
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              Text: Apr2025
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