Integrated Reading Literacy Interventions
A Qualitative Study of the Defining Characteristics and Classroom Practices of Inservice Teachers of High School Business
Keywords:
Literacy, high school business, Reading InterventionsAbstract
Purpose: The purpose of this study was to contribute an understanding of integrated reading literacy interventions in business course phenomena via the review, analysis, synthesis and detail of data. Method: The qualitative research method was utilized in the study via the focus group tool to explore the phenomenon. The data were audio recorded, transcribed, and coded to determine findings. Results: Findings of the study seem to confer with previous research findings, in regards to defining characteristics. Although, it emerged that participants often selected lower level integrated reading literacy interventions that focused on phonemic awareness, in lieu of more complex interventions for improving learners’ reading comprehension, in lieu of the fact the participants were primarily practicing in high school settings. Learners in high school settings are more likely to struggle with comprehension than phonemic awareness. Further, participants indicated little agreement on the frequency for utilizing integrated reading literacy comprehension strategies in high school business courses.
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References
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