Reading Intervention in the Middle Grades

Autor/in	Allington, Richard L.
Titel	Reading Intervention in the Middle Grades
Quelle	In: Voices from the Middle, 19 (2011) 2, S.10-16 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-4762
Schlagwörter	Middle Schools; Textbooks; Reading Difficulties; Reading Programs; Reading Instruction; Intervention; Reading Skills; Program Effectiveness; Teaching Methods; Educational Quality; Student Interests; Reading Motivation; Decoding (Reading) + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Textbook; Text book; Schulbuch; Lehrbuch; Reading difficulty; Leseschwierigkeit; Leseunterricht; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Studieninteresse; Lesemotivation; Dekodierung
Abstract	At the minimum, one of every four middle school students will struggle to cope with the grade-level textbooks they are typically assigned to read. Few reading programs used in middle schools have any research evidence that they actually improve student reading proficiencies. Only three programs had even modest evidence of a positive effect, and none of these three targeted decoding proficiencies as the primary problem. There seems to be no reliable research evidence available for over 100 commonly used commercial reading programs. In lieu of using a commercial reading program, Allington offers five research-based principles for providing effective middle school reading instruction, both across the school day and during intervention sessions. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10