How is Reading in the Content Areas Taught in Rural Schools?

Research (Clary, 1974; Hodges, 1982; O'Brien & Stewart, 1990; O'Brien, Stewart, & Moje, 1995) has established that educators often fail to incorporate reading into the content areas. This becomes a problem for those students who struggle in the area of reading. The study will be conducted through a phenomenological case study approach with the purpose of understanding the essence of why teachers incorporate or fail to incorporate reading into content areas. The goal is to examine perceptions of educators and the mechanism through which they incorporate reading into the content areas. The researcher will distribute surveys and participate in semi-structured in-depth interviews, complemented with classroom visits. A purposeful sampling of three teachers will be chosen from the secondary grades. The results of this study can be used to enhance literacy activities across the curriculum, which could lead to changes in statewide mandated testing.

APPENDIX F: RESEARCHER'S PERCEPTION I am a third grade teacher in
which I teach the areas of reading and science. I have special needs students
who have lower reading abilities. To help these students be successful in my
science ...