Running head: THE INTEGRATION OF LITERACY INTERVENTIONS ACROSS SUBJECT

AREAS AT THE GRADES 4-6 LEVEL

The Integration of Literacy Interventions Across Subject areas at the Grades 4-6 Level

By

O’Nesseia R. Edmondson

ECC511 Research Methods in Education

Dr. Gloria Antifaiff

The Research Plan

March 10, 2021

Running head: THE INTEGRATION OF LITERACY INTERVENTIONS ACROSS SUBJECT
AREAS AT THE GRADES 4-6 LEVEL

Chapter One
Introduction

This research seeks to evaluate the benefits of Integrating Literacy Interventions across

subject areas at the Grades 4-6 Level. Indrisano and Chall (1995) states that reading instruction is

paramount at the elementary level. We sometimes assume that learning to read is only the focus

of kindergarten teachers, but this is far from the truth. Reading and literacy skills should have

focus at every grade level throughout the elementary years. Our students learn at varying

degrees, and many times may fail to master the literacy expectation at their grade level before

moving on to the next. To ensure that these students are monitored and propelled into success,

we need to ensure that intervention strategy at every grade level will help students overcome the

challenges they may face as they move through the different grade levels.

How do we bridge the gaps that exist in literacy at the grades 4-6 level? We put

intervention strategies in place across subject areas. We ensure that students are met at their point

of need and strategically led to success. We have learnt that consistency is key to learning any

skill, and learning to read is no exception. If intervention strategies are familiar and accessible at

each level and across the subject areas, students will inevitably enjoy reading success.

Background Information

It is the expectation that students at the grade 4-6 level should read, analyze, explain,

compare, contrast, make arguments, justify and interpret higher-order questions and understand

pieces of literature. There is also the need for them to able to write about what they read. Several

research pieces have shown that integrating literacy into specific subject areas has helped the

students improve their information literacy skills and gain a deeper understanding of the content
Running head: THE INTEGRATION OF LITERACY INTERVENTIONS ACROSS SUBJECT
AREAS AT THE GRADES 4-6 LEVEL

taught stated Shao and Purpur (2016). Integration, however, can become a mammoth task if a

strong foundation in literacy does not exist says Brown (2014). Smith (2012) presented further

findings revealing that literacy intervention promotes positive attitudes among students, lesson

participation, and interest towards the school library.

As an upper elementary classroom teacher, the observation has been made that there is a

vast difference between students reading fluently and those who are not. Therefore, teachers at

the elementary level must understand the significance of ensuring that reading and decoding are

integrated into their lessons daily. This integration level will then help students understand the

importance of literacy and how it impacts their learning across varying subject areas.

Integrated curriculum is a complex concept with multiple definitions, states Dillon, 2009

and Yurdakul, 2015 and should therefore be approached with this at the forefront of one's mind.

Having discovered that integration and a focus on literacy are not necessarily a priority, the

decision has been made to focus the research on this area, hoping that it will make a significant

impact on how the curriculum is integrated and presented at the 4 to 6 level. The aim is that the

research will equip those in education with the necessary tools to assist our students who desire

to learn but are currently struggling with reading at grade level.

Statement of Research Problem:

Literacy is a powerful tool and a significant component behind the success of children in

every subject area. Students may struggle to succeed without the proper foundational skills and

impart essential knowledge at crucial developmental stages. Brown (2014) states that foundation

skills are reading skills that students typically develop in the primary grades. Brown further went

on to say that "the skills and behaviours that develop early serve as the base for later competence
Running head: THE INTEGRATION OF LITERACY INTERVENTIONS ACROSS SUBJECT
AREAS AT THE GRADES 4-6 LEVEL

and proficiency" (p. 35). Print concept, phonological awareness, phonics, and word recognition

and fluency are the skills highlighted here. Children will not become proficient readers unless they

have these capabilities. Children who do not acquire these abilities lag behind their peers and do

not read, spell or comprehend at their grade level. From the perspectives of (Snow et al., 1998), as

stated by Zorfass and Urbano (2008), "for middle-grade students, the lack of these skills can lead

to serious reading difficulties" (p. I).

Due to students' lack of literacy skills, literacy intervention must be implemented at every

developmental stage. As mentioned by Merga (2019), from the viewpoints of (Roberts et al., 2008)

"their limited literacy skills diminish their capacity to advance their reading comprehension and

vocabulary skills and to develop efficient and effective reading strategies" (p. 376). Many factors

influence literacy among students; Language, vocabulary, environment, parental influence,

reading, speech, hearing, vision impairment, and socioeconomics are all factors to consider.

Students would be unable to establish and retain these fundamental skills if these factors continue

to exist.

Purpose of Study:

This study intends to examine the gap created in students' capabilities at the elementary

level due to the lack of foundational skills. The goal is to discover how integrating literacy

interventions across subject areas in grades 4-6 in the elementary classroom can impact students’

learning. The research will also seek to ascertain what can be done at each developmental stage

to ensure that all literacy benchmarks can be achieved before moving to another level. Research

has shown that reading is a complex skill that can dissociate to produce varying profiles of

impairment. The article, by Hulme and Snowling (2009), in the article, Interventions for
Running head: THE INTEGRATION OF LITERACY INTERVENTIONS ACROSS SUBJECT
AREAS AT THE GRADES 4-6 LEVEL

Language and Reading, points out the role of phonological awareness in reading development.

Therefore, this research project will analyze the literacy issue and what steps can be

implemented to bridge the gaps that currently exist, effectively leading to instructional programs

which can be implemented across subject areas to accommodate literacy needs.

Research Questions:

1. What are literacy interventions' benefits, and how do they impact students' literacy

development from grades 4 to 6?

2. How can a teacher integrate literacy interventions across subject areas to ensure

continuous literacy engagement?

3. What is a school leader's role in ensuring that literacy interventions are focused and

intentionally taught across subject areas at grades 4 to 6?

These research questions will seek to explain literacy interventions and how they can be

used to develop students' literacy skills at the grades 4-6 level. There will be further investigation

into the teacher’s role in weaving this knowledge into the different subject areas so that literacy

is a constant throughout the school day. Literacy is and should be a concern for all who are

involved in the development of our children. Therefore this study will also seek to highlight the

administrator’s role in ensuring that literacy is given priority for students to master literacy skills

and experience overall success.

Significance of the Study

This study's results will be beneficial to teachers, students reading below grade level,

administrators and parents.

Running head: THE INTEGRATION OF LITERACY INTERVENTIONS ACROSS SUBJECT
AREAS AT THE GRADES 4-6 LEVEL

Teachers

Teachers play a significant role in ensuring that literacy integration across subject areas

takes place in their classrooms. Therefore, this study will help teachers understand the different

methods employed to ensure that integration and intervention across subject areas occur in their

classrooms. The study will help teachers to develop teaching-learning and evaluation strategies to

enhance students’ literacy capacity and to ensure continuous literacy engagement throughout the

day.

Students

The study will seek to evaluate the students' academic performance of reading and

performing below grade level. It will also evaluate their attitudes and approach towards reading in

the different subject areas. Data gathered will then be used to develop ways to ensure that the

integration and intervention across subject areas will help these students to improve both in attitude

towards reading and academically, on the whole, alleviating the issue of students struggling with

literacy beyond the elementary years.

Administrator/Principal

Research is an essential part of formulating policies and deciding on alternative ways to

ensure that objectives are met and maximized performance. Hopefully, this research project will

provide administrators with information on integrating literacy across subject areas in grades 4-6

to impact all students' performance positively. The data gathered will also help to improve

collaboration among faculty members to ensure that the integration is taking place using the

curriculum as a guide and that literacy interventions are focused and intentionally taught.
Running head: THE INTEGRATION OF LITERACY INTERVENTIONS ACROSS SUBJECT
AREAS AT THE GRADES 4-6 LEVEL

Parents

Parents play an essential role in their children's literacy growth. Upon completing this

study, they too will benefit as they will have access to knowledge that will assist in the

development of their child's literacy skills out of school hours. Parents will be aware of programs

that are available and how they can be used to develop literacy skills over time. With this

knowledge and all parties working together, we can combat the later years of literacy struggles.
Running head: THE INTEGRATION OF LITERACY INTERVENTIONS ACROSS SUBJECT
AREAS AT THE GRADES 4-6 LEVEL

References

Brown, C. S. (2014). Language and Literacy Development in the Early Years: Foundational

Skills that Support Emergent Readers. (24), 35-49. Retrieved from:

https://files.eric.ed.gov/fulltext/EJ1034914.pdf

Dillion, J. T. (2009). The questions of curriculum. Journal of curriculum Studies, 41(3), 343-

359. doi:10.1080/00220270802433261

Hulme, C. and Snowling, M. J., 2009, Developmental Disorders of Language, Learning and
Cognition (Oxford): Wiley-Blackwell).
Indrisano, R., & Chall, J. S. (1995). Literacy development. Journal of Education, 177(1), 63-83.

Merga, M. K. (2019, October 29). "Fallen through the cracks": Teachers' perceptions of

barriers faced by struggling literacy learners in secondary school. Taylor Francis

Online. 54(4) 371-395. Retrieved from:

https://www.tandfonline.com/doi/full/10.1080/04250494.2019.1672502
Shao, X., & Purpur, G. (2016). Effects of information literacy skills on student writing and

course performance. The Journal of Academic Librarianship, 42(6), 670-678.

Smith, F. (2012). Understanding reading: A psycholinguistic analysis of reading and learning to

read. Routledge.

Snow C., Burns M. S., Griffin P., editors. Preventing Reading difficulties in young children.

National Academy Press; Washington, D.C: 1998.

Yurdakul, B. (2015). Perceptions of elementary school teachers concerning the concept of

curriculum. Educational sciences: Theory & Practice, 15(1), 125-139.

doi:10.12738/estp.215.1.2168

Zorfass, J., & Urbano, C. (2008, February). A description of foundation skills interventions for
Running head: THE INTEGRATION OF LITERACY INTERVENTIONS ACROSS SUBJECT
AREAS AT THE GRADES 4-6 LEVEL

struggling middle-grade readers in four urban Northeast and Islands Region school

districts. (42), I. Retrieved from:

https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2008042_sum.pdf