Elementary Teachers' Attitudes Toward Reading Instruction in the Content Areas: An Explanatory Sequential Mixed Methods Inquiry

Abstract

The reading abilities of students across the nation continue to be a concern. In fact, the National Center for Education Statistics (NCES) reported that 67% of fourth graders read at or below grade level (National Center for Education Statistics, 2022). This study was predicated on the idea that the reading attitudes and literacy knowledge of teachers have an impact on the literacy development of their students. For this reason, an explanatory mixed methods study was conducted to determine elementary teachers’ attitudes toward, knowledge about, and perspectives on reading instruction in content areas in grades kindergarten through five. The quantitative portion was delimited to elementary teachers in grades kindergarten through five during the 2021-2022 academic school calendar. The data collection for the qualitative portion of the study utilized focus groups that were conducted via Zoom.

The findings of the study suggest that elementary teachers who teach students in kindergarten through grade five tend to possess knowledge of reading instruction and have positive attitudes toward integrating reading instruction across the content areas. These educators acknowledge that reading is necessary for students to understand the content, learn grade-level information, and be prepared for the requisite level of reading skills throughout the grades. Additionally, the study aimed to expand research in the field of elementary teachers’ attitudes and knowledge of reading instruction, as the majority of such studies have mostly focused on the secondary level.