Implementing an instructional framework and content literacy strategies into middle and high school science classes
The purpose of this research study was to examine the usage and perceived benefits of the ERR (Evocation, Realization of Meaning, and Reflection; Meredith & Steele, 2011 Meredith, K. S. and Steele, J. L. 2011. Classrooms of wonder and wisdom: Reading, writing, and critical thinking for the 21st century, Thousand Oaks, CA: Corwin Press. ) instructional framework and content literacy strategies with middle and high school science teachers. Former students who had participated in an undergraduate or graduate content literacy course were asked to complete an online survey containing quantitative and qualitative information. Findings indicated the following: (a) science teachers who participated in the study are utilizing the ERR instructional framework and they do find it beneficial, (b) science teachers use vocabulary and evocation (before reading) strategies more frequently than other strategies, and (c) instructional strategies science teachers practice most often and find to be most beneficial are modeled in both content literacy and science methods courses.
Nixon, Sarah B., Georgianna L. Saunders, and John E. Fishback. "Implementing an instructional framework and content literacy strategies into middle and high school science classes." Literacy Research and Instruction 51, no. 4 (2012): 344-365.
Literacy Research and Instruction