James Madison University / Longwood University
Integrating Reading and Writing Instruction: The Role of Professional Development in Shaping Teacher Perceptions and Practices
The increased emphasis on preparing students to be college and career ready has significant implications for the teaching of English/Language Arts. This study examines middle and high school English teachers’ perceptions and practices regarding authentic, integrated reading and writing instruction and the potential for staff development to impact these perceptions and practices. Findings indicate that focused professional development can move teachers to increased confidence and proficiency in integrating the instruction of reading and writing.