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The purpose of this mixed methodology study was to identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. An additional purpose was to explore teachers’ perceptions of and beliefs about the need for reading comprehension instruction. In 2,400 minutes of direct classroom observation, a total of 82 minutes (3%) of reading comprehension instruction was observed. The qualitative findings reveal that teachers did not feel qualified or responsible for providing explicit instruction on reading comprehension. Teachers pointed to the pressure to cover content in preparation for state standardized tests as barriers to providing reading instruction.

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