@article {Moore:2019:1366-4530:287,
title = "Integrating evidence-based reading practices into middle-school content instruction: exploring a facet of sustainability",
journal = "Teacher Development",
parent_itemid = "infobike://routledg/rtde",
publishercode ="routledg",
year = "2019",
volume = "23",
number = "3",
publication date ="2019-05-27T00:00:00",
pages = "287-306",
itemtype = "ARTICLE",
issn = "1366-4530",
eissn = "1747-5120",
url = "https://www.ingentaconnect.com/content/routledg/rtde/2019/00000023/00000003/art00001",
doi = "doi:10.1080/13664530.2019.1610038",
keyword = "academic literacy, sustainability of evidence-based practices, Teacher professional development, reading comprehension",
author = "Moore and Boardman and Lasser and Schmidt and Smith and Schwarz",
abstract = "Reading comprehension models are being implemented in content-area settings to boost reading achievement. Yet, little research explores how such models are incorporated into teachers daily instructional practice. The authors used extended observations and interviews to examine
the integration of Collaborative Strategic Reading (CSR), an evidence-based reading comprehension model, into the instructional practices of 15 middle school science, social studies, and language arts teachers. Findings indicated that high-integration teachers embedded CSR lessons into their
curriculum and reinforced CSR strategy use throughout the week. These teachers also felt supported in their efforts by colleagues and school administrators. There is much to be learned from the ways in which teachers engage in the art of integrating new methods into their teaching.",
}