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Brock FINAL 4 26 2021 with cert.pdf (2.37 MB)

ETD Abstract Container

Abstract Header

Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student Achievement

Brock, Melanie
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619628937875231

Abstract Details

2021, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
Rigorous school curriculums and end-of-course (EOC) exams have brought the need for literacy interventions at the high school level to the forefront. As 21st-century learning evolves, curriculum is shifting from traditional teaching to more student-centered approaches that value differentiated literacy instruction. Furthermore, teachers are receiving resources and ongoing professional development on secondary literacy interventions through Ohio literacy grants. However, the concept of literacy intervention across courses at the high school level is often overlooked due to the assumption that students have mastered reading comprehension in elementary school. The current mixed-methods investigation focuses on the implementation of evidence-based literacy interventions in an Ohio designated Science, Technology, Engineering, and Mathematics (STEM) high school. The purpose of the current study is to determine the impact of 21st-century literacy strategies on student reading levels, as well as student and teacher perceptions of literacy interventions and instruction. The examined literacy strategies include vocabulary instruction, differentiated literacy instruction, and both Fountas’ & Pinnell’s System of Strategic Actions (SOSA) and Leveled Learning Literacy Intervention (LLI). Results from the current investigation can inform administrators and teachers on the impacts of literacy interventions at the secondary level. Quantitative data results suggest that students grew an average of three Fountas & Pinnell reading levels over one academic year, and an average of five Fountas & Pinnell reading levels over a longitudinal three-year time span when receiving literacy interventions across content areas. Qualitative student interviews demonstrated four emerging themes: Student Perception, Changing of Students’ Perceptions, Student Perceptions of Instruction, and Students’ Perceived Importance of Reading. Additionally, qualitative teacher interviews demonstrated three emerging themes: Teacher Perceptions of Literacy Instruction, Perceived Student Impact, and Support for Literacy Instruction. Student and teacher perceptions regarding literacy interventions aligned with quantitative results in the belief that literacy interventions are impactful if implemented with fidelity.
Karen Larwin, PhD (Advisor)
Patrick Spearman, PhD (Committee Member)
Sharon Stringer , PhD (Committee Member)
Sherri Woods , DM (Committee Member)
123 p.
Education; Language Arts; Literacy; Reading Instruction
21st-century learning; Content literacy; Cross-curricular teaching; Differentiated instruction; Disciplinary literacy; Multi-tiered System of Supports; Education; Literacy; teaching; Language arts

Recommended Citations

Citations

  • Brock, M. (2021). Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student Achievement [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619628937875231

    APA Style (7th edition)

  • Brock, Melanie. Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student Achievement . 2021. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619628937875231.

    MLA Style (8th edition)

  • Brock, Melanie. "Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student Achievement ." Doctoral dissertation, Youngstown State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619628937875231

    Chicago Manual of Style (17th edition)

ysu1619628937875231
461
© 2021, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.