Challenges Inherent in the Design and Implementation of After-School Intervention Programs for Middle Grade Underachieving Readers

Autor/inn/en	Velten, Justin; Mokhtari, Kouider
Titel	Challenges Inherent in the Design and Implementation of After-School Intervention Programs for Middle Grade Underachieving Readers
Quelle	In: Texas Journal of Literacy Education, 4 (2016) 1, S.14-20 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-7404
Schlagwörter	Barriers; After School Programs; Intervention; Student Diversity; Middle School Students; Underachievement; Reading Achievement; Literacy Education; Educational Quality; Program Implementation; Fidelity; Teacher Competencies; Program Effectiveness; Vocabulary Development + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Performance deficiency; Leistungsschwäche; Leseleistung; Quality of education; Bildungsqualität; Lehrkunst; Wortschatzarbeit
Abstract	In this brief report, we share three challenges we encountered when designing and implementing an after school intervention program for an ethnically diverse group of middle grade underachieving readers. We also offer practical solutions to help guide middle school teams in anticipating and addressing potential problems when putting in place literacy interventions in after school settings. (As Provided).
Anmerkungen	Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01