An Evaluation of Supplemental Reading Instruction for At-Risk Middle School Readers

Autor/inn/en	Berkeley, Sheri; Lindstrom, Jennifer H.; Regan, Kelley; Nealy, Allison; Southall, Candice; Stagliano, Christina
Titel	An Evaluation of Supplemental Reading Instruction for At-Risk Middle School Readers
Quelle	In: Middle Grades Research Journal, 7 (2012) 1, S.1-15 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Teacher Effectiveness; Reading Programs; Reading Fluency; Corrective Reading; Fidelity; Reading Difficulties; Reading Instruction; Middle School Students; Faculty Development; Decoding (Reading); Outcomes of Education; Adolescents; Middle School Teachers; Reading Tests; Comparative Analysis; At Risk Students; Georgia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leseerziehung; Reading difficulty; Leseschwierigkeit; Leseunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Dekodierung; Lernleistung; Schulerfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lesetest
Abstract	One middle school's implementation of corrective reading was evaluated for student reading outcomes and treatment fidelity. Findings indicated that sixth-, seventh-, and eighth-grade students made progress in decoding and oral reading fluency over the school year; however, students did not demonstrate greater gains during the semester enrolled in the corrective reading class compared to the semester they were not. Findings illustrate that a school's efforts to improve outcomes for struggling readers can be undermined without fidelity of instructional programs, highly effective teachers, and adequate professional development. Implications for supplemental reading programs at the secondary level are discussed. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10