Content reading strategies: What teachers know, use, and want to learn

This descriptive study explores K-12 classroom teachers existing knowledge of, use of, and desire to learn content reading strategies. Elementary and secondary schools were randomly selected in three states in rural, urban, a nd suburban areas, and surveys were administered during faculty meetings to 435 teachers. Results indicate that teachers identify content textbooks as teaching materials most often used, and they are receptive to learning con tent reading strategies. Fewer than one-half of the teachers surveyed are f amiliar with popularly identified strategies, and many who are familiar wit h these strategies do not use them. An efficient and effective delivery and support system for preservice and practicing K-12 classroom teachers needs to be designed and implemented so that content reading strategies are lear ned and used to promote learning.