This study employed a mixed method research design to examine a teachers-teaching-teachers method of professional development for training secondary school teachers to use content area reading strategies and their perceptions of the effectiveness of these strategies. Teachers were trained by the researcher (who is also a teacher) to use three content area reading strategies: one before reading strategy (K-W-L), one during reading strategy (Student-Generated Questions), and one after reading strategy (Learning Logs). The findings revealed that teachers perceived content area reading strategies to be very effective for improving student comprehension. The Duke and Pearson (2002) model of comprehension instruction (and particularly the modeling portion of this framework) was found to be an effective way in which to teach both teachers and students how to use content area reading strategies. This study provides teachers with information they can use to learn more about content area reading strategies. It also provides information for administrators, reading clinicians, resource teachers, and professional development committees regarding effective methods of teacher training.

Thesis (M.A.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2497. Includes bibliographical references (leaves 288-295).

Thesis (Ed.D.) -- University of Western Sydney, 2005. / Bibliography : leaf 477.

Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 164-173). Also available on the Internet.

Thesis (M. Ed.)--University of North Carolina Wilmington, 2008. / Title from PDF title page (viewed September 22, 2008) Includes bibliographical references (p. 77-82)

Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Department of Linguistics, 2009. / Bibliography: p. 167-188.

Thesis (PH. D.)--Columbia University, 1928. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 327. eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 9.

Thesis (Ed. D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 70-73) and abstract.

Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 164-173). Also available on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 134-137). Also available in print.