Instruction in District-Designed Intensive Summer Reading Programs

Autor/inn/en	Folsom, Jessica S.; Reed, Deborah K.; Aloe, Ariel M.; Schmitz, Sandra S.
Titel	Instruction in District-Designed Intensive Summer Reading Programs
Quelle	In: Learning Disability Quarterly, 42 (2019) 3, S.147-160 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Folsom, Jessica S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948718765207
Schlagwörter	Summer Programs; Reading Programs; Phonics; Grade 4; Elementary School Students; Benchmarking; School Districts; Reading Instruction; Phonological Awareness; Teaching Methods; Literacy Education; Reading Comprehension; Program Design; At Risk Students; Grouping (Instructional Purposes); Conventional Instruction; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Sommerkurs; School year 04; 4. Schuljahr; Schuljahr 04; School district; Schulbezirk; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Programme design; Programmaufbau; Programmplanung; Grouping; Gruppenbildung; Computer based training; Computerunterstützter Unterricht
Abstract	This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were conducted near the beginning, middle, and end of the average 23 days of instruction, and analyzed to capture the proportion of time spent in various instructional groupings (e.g., whole class, small group) and components (e.g., phonological awareness, comprehension). Findings revealed that most time was spent in whole-class instruction, despite the need to offer students a more intensive intervention. Only two thirds of instructional time was spent specifically in reading-related activities. Approximately 30% of literacy instruction was code-focused (e.g., phonics), and 70% was meaning-focused (e.g., comprehension). The discussion addresses the alignment of observations with prior research on effective instruction and implications for designing future district-designed intensive summer reading programs. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01