Reduced Recidivism and Increased Employment Opportunity through Research-Based Reading Instruction.

Autor/in	Brunner, Michael S.
Institution	Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention.
Titel	Reduced Recidivism and Increased Employment Opportunity through Research-Based Reading Instruction.
Quelle	(1993), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Correctional Education; Delinquency; Delinquent Rehabilitation; Instructional Effectiveness; Literature Reviews; Phonics; Reading Failure; Reading Instruction; Reading Programs; Reading Research; Secondary Education; Special Needs Students + Suchen Sie Ihr Suchwort? Fürsorgeerziehung; Kriminalität; Unterrichtserfolg; Reading disability; Reading weakness; Leseschwäche; Leseunterricht; Leseforschung; Sekundarbereich; Sonderpädagogischer Förderbedarf
Abstract	Research-based reading instruction could reduce recidivism and increase employment opportunity for incarcerated juvenile offenders. Reviews of the research literature provide ample evidence of the link between academic failure, delinquency, and reading failure. A re-examination of the research literature and interviews with reading instructors teaching juvenile offenders in correctional institutions in five states were undertaken to determine: whether sustained frustration (rather than academic failure) leads to delinquency; the extent to which reading failure is the cause of this frustration; and what steps must be taken to supplant current instructional practices with methods that can be validated by experimental research. The research revealed: (1) reading failure is most likely a cause, not just a correlate, for the frustration that results in delinquent behavior; (2) a high percentage of wards are unable to read or write what they can talk about and aurally comprehend; (3) a high percentage of wards are diagnosed as learning disabled with no evidence of neurological abnormalities; (4) handicapped readers are not receiving the type of instruction recommended by experimental research; and (5) reading teachers have been denied a working knowledge of instructional techniques that are most successful in preventing reading failure. Reading teachers need to acquire a knowledge of the alphabetic principles governing English spelling and become confident in using intensive, systematic phonics methods. (One hundred nine notes are included; a 41-item annotated bibliography of research supporting the intensive teaching of phonics is attached.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC