Campus Location

Abilene Campus

Date of Award


Document Type



Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Dana Mayhall


This study examined what happened when disciplinary literacy strategies were implemented in a middle school science class along with the students’ and teachers’ perceptions of these strategies. The researcher implemented disciplinary literacy strategies that went along with the scope and sequence for seventh-grade science at the time of implementation of the study. She collected data through surveys, observations, and interviews with students and teachers. Data were analyzed through the constant comparative method and coding. When disciplinary literacy strategies were implemented, students showed compartmentalization of reading and writing to their ELAR classes. Teachers showed negative perceptions of their students’ literacy abilities. The students overall had more negative perceptions of the strategies than positive while the teachers had overall positive perceptions of the strategies used. This led the teachers to come up with solutions for future use of disciplinary literacy in their science classrooms.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


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