| In secondary schools, teachers often look first to the content of their discipline and do not thoroughly incorporate learning strategy instruction in their lessons. This oversight is especially prevalent in reading instruction. Many secondary folk believe that they do not have the skills or the knowledge to teach students to read. Yet, more than anything, secondary students struggle to comprehend informational text saying, "I read it, but I don't get it." This inquiry examined ways to create an effective professional development environment that will foster the full integration of content area strategies reading. The findings of this inquiry show that the implementation of embedded professional development can positively influence student achievement, specifically reading skill acquisition, and help foster the growth of teacher community within schools. |
