Designing, Implementing, and Evaluating a School-Based Literacy Program for Adolescent Learners with Reading Difficulties: A Mixed-Methods Study

Autor/inn/en	Farkas, Wendy A.; Jang, Bong Gee
Titel	Designing, Implementing, and Evaluating a School-Based Literacy Program for Adolescent Learners with Reading Difficulties: A Mixed-Methods Study
Quelle	In: Reading & Writing Quarterly, 35 (2019) 4, S.305-321 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farkas, Wendy A.) ORCID (Jang, Bong Gee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2018.1541770
Schlagwörter	Literacy; Adolescents; Reading Difficulties; English Curriculum; Language Arts; Reading Comprehension; Reading Motivation; Direct Instruction; Cooperative Learning; Middle School Students; Student Experience; Suburban Schools; Cloze Procedure; Reading Tests; Learning Theories; Curriculum Design; Curriculum Implementation; Curriculum Evaluation; Degrees of Reading Power Test + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; Sprachkultur; Leseverstehen; Lesemotivation; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kooperatives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studienerfahrung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lückentext; Lesetest; Learning theory; Lerntheorie; Lehrplangestaltung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	This 12-week mixed-methods study examined an 8th-grade English language arts curriculum designed to increase participants' (N = 62) reading comprehension and reading motivation. Data consisted of demographic information, pre/post standardized reading comprehension scores, reading motivation survey scores, and participants' periodic semistructured written reflections. We used the quantitative data to describe changes in reading comprehension and reading motivation and found a significant increase in participants' scores. The qualitative data on participants' experiences revealed several constructs directly related to evidence-based theoretical and practical research in the field of adolescent literacy as well as several emergent themes related to implementation. The results suggest improvements in participants' reading comprehension and reading motivation through the implementation of an English language arts curriculum embodying social constructivism and cognitive theories with embedded research-based instructional practices supporting adolescent learning: explicit strategy instruction; text-based collaborative practices; and a partnership among a researcher, literacy specialist, and novice teacher. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01