The Reading Professor

Document Type



In this qualitative study, data were collected on 60 junior level preservice teachers who utilized a semantic feature analysis chart over a 5-week summer semester study of content language literacy in elementary settings. Viewing literacy as a tool, participants analyzed strategies for the ability to support content language fluency through the use of multiple literacies (i.e., reading, writing, speaking listening, and thinking). Findings indicate that use of the chart helped these preservice teachers build pedagogical content knowledge for the concept of content language literacy as well as to strengthen the ability to analyze teaching strategies that developed fluency in content language use. Over the course of the study, the preservice teachers also developed awareness of their growing confidence and ownership in selecting literacy strategies that would foster content language fluency in student learning.