Project overview
Many students commence secondary school with significant yet unidentified reading difficulties that are challenging for classroom teachers to address. While literacy skills are required in all subject areas, limited research has investigated secondary teacher knowledge about reading instruction and support.
Aims
This project aims to 1) determine effective evidence-based practices for supporting adolescent reading development through a systematic review of the literature; 2) identify secondary teacher knowledge and current practices in reading instruction and support through the development and implementation of a survey, and 3) use these sources of information to create a program of professional learning to enhance secondary teachers’ capacity in supporting their students’ literacy development.
Chief Investigator
Funding
QUT ECR Grant funded by the QUT University Research Budget and the Faculty of Creative Industries, Education, and Social Justice
