Teaching and Learning in High School Reading Classes: Perspectives of Teachers and Students |
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| Authors: | Janis Harmon Karen Wood Kassandra Smith Nauff Zakaria Kimberly Ramadan Melissa Sykes |
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| Institution: | 1. College of Education and Human Development, University of Texas at San Antonio, San Antonio, Texasjanis.harmon@utsa.edu;3. Department of Reading and Elementary Education, University of North Carolina at Charlotte, Charlotte, North Carolina;4. University of Texas at San Antonio, San Antonio, Texas;5. University of North Carolina at Charlotte, Charlotte, North Carolina |
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| Abstract: | This qualitative study investigated high school reading programs and participants focusing on the insider perspectives of teachers and their students. The study occurred in two sites, one in a Southern state and the other in an Eastern state. The participants, five high school reading teachers and two to three students in each of their reading classes, were interviewed individually by the researchers. Interview questions focused on reader identity, reading habits, reader strategies, content area reading, and the reading program. Findings indicate a disparity between teachers' and students' understanding about reading, variability in instruction, and need for engaged learning. |
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