Literacy For All: A Phenomenological Study On The Application Of Massachusetts Informational Reading Standards In Massachusetts Public High School Content-Area Disciplines

The purpose of this phenomenological qualitative study was to describe the lived experiences of Massachusetts public high school content-area teachers with applying Massachusetts informational reading standards in their instructional practices to support reading development for all students. This qualitative study utilized data collected from six Massachusetts public high school content-area teachers through one-on-one semi-structured interviews. The literature review applied the theoretical framework of SFL which focuses on the practice of studying texts through the social and cultural context of the text, in this case, in content-area curricular texts and resources. Themes focused on national and local informational reading standards, reading science, and strategies for applying informational reading standards, specifically vocabulary development and text complexity. The findings suggest that stagnant reading scores result from multiple challenges such as inadequate teacher professional learning in adolescent reading, inconsistent scheduling and curricular resources, and competing priorities between content coverage and instructional time. The implications for practice are that building and district leaders target enhancing disciplinary literacy practices through professional development, resources, and coaching. The disparities in collaboration, scheduling, and district-supported professional development highlight the need for greater oversight and consistency from policymakers to ensure effective use of common planning time and equitable implementation of top-down initiatives.