EFFECTIVE LITERACY INSTRUCTION STRATEGIES AMONG TEACHERS IN ELEMENTARY, MIDDLE, AND SECONDARY GRADE RANGES

Many studies have been completed to identify the most Effective strategies used by successful teachers. Research has determined some of the most valuable classroom practices to increase student achievement in the areas of Reading and Writing. These studies and research tend to isolate grade levels and specific areas of Literacy Instruction to vocabulary, comprehension, phonics, phonemic awareness, fluency, or writing. Using the theoretical framework of Critical Theory and the instructional implications from John Dewey, Louise Rosenblatt, Paulo Freire, Lev Vygotsky, and M. M. Bahktin, this study proceeded with a concentration on Critical Literacy through student experiences, text interactions, cultural perspectives, individual interests, critical inquiry, and dialogue among students as well as texts. The purpose of this study was to identify instructional strategies and/or practices of Effective Literacy Teachers from multiple grade ranges. Once Effective teachers of literacy were identified by multiple quantitative and qualitative measures, interviews and observations were used to talk with teacher participants and identify specific methods of Literacy Instruction that were evident across Effective teachers o