Supplementary Reading Instruction in Alternative High Schools: A Statewide Survey of Educator Reported Practices and Barriers

Autor/inn/en	Wilkerson, Kimber L.; Yan, Min-Chi; Perzigian, Aaron B.; Cakiroglu, Orhan
Titel	Supplementary Reading Instruction in Alternative High Schools: A Statewide Survey of Educator Reported Practices and Barriers
Quelle	In: High School Journal, 99 (2016) 2, S.166-178 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2016.0000
Schlagwörter	Supplementary Education; Reading Instruction; Nontraditional Education; High Schools; Barriers; State Surveys; Educational Practices; Teacher Attitudes; Reading Difficulties; Referral; Standardized Tests; Questionnaires; Telephone Surveys; Online Surveys; Interviews + Suchen Sie Ihr Suchwort? Ergänzungsunterricht; Leseunterricht; Non-traditional education; Alternative Erziehung; High school; Oberschule; Bildungspraxis; Lehrerverhalten; Reading difficulty; Leseschwierigkeit; Standadised tests; Standardisierter Test; Fragebogen; Telephone interview; Telefoninterview; Interviewing; Interviewtechnik
Abstract	Recent data suggest that a majority of secondary students read below the level considered proficient on state standardized tests of reading. Alternative high schools, in particular, serve a high proportion of struggling readers. This survey study investigated reading instruction provided to struggling readers in alternative schools in one state by determining: (a) the types of supplemental reading instruction provided, (b) the methods of referral, and (c) educator-perceived barriers to providing that instruction. Findings indicate that most alternative schools offer supplemental reading instruction and that standardized assessments are the primary method of referral. Lack of staff and instructional resources, poor student behavior and motivation, and insufficient time were all identified as barriers to providing instruction. Implications for research and practice are also identified. (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01