Middle School Matters: Examining the Effects of a Schoolwide Professional Development Model to Improve Reading Comprehension

Autor/inn/en	Stevens, Elizabeth A.; Murray, Christy S.; Scammacca, Nancy; Haager, Diane; Vaughn, Sharon
Titel	Middle School Matters: Examining the Effects of a Schoolwide Professional Development Model to Improve Reading Comprehension
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 8, S.1839-1864 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stevens, Elizabeth A.) ORCID (Murray, Christy S.) ORCID (Scammacca, Nancy) ORCID (Haager, Diane) ORCID (Vaughn, Sharon) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10271-9
Schlagwörter	Middle School Students; Reading Comprehension; Faculty Development; Social Studies; Science Education; Language Arts; Middle School Teachers; Integrated Curriculum; Instructional Improvement + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseverstehen; Gemeinschaftskunde; Naturwissenschaftliche Bildung; Sprachkultur; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Unterrichtsqualität
Abstract	Many middle school students perform below grade-level standards in reading (National Center for Education Statistics, Washington, 2019), and recent observation studies demonstrate middle school teachers' limited use of reading comprehension practices within content area instruction (e.g., science and social studies; as reported by Greenleaf (in: Hinchman (ed) Adolescent literacies: A handbook of practice-based research, Guilford Press, 2017)). In this experimental pilot study, we aimed to boost middle schoolers' reading comprehension outcomes by providing schoolwide professional development (PD) on integrating reading comprehension practices within content instruction for English language arts, social studies, and science teachers. Six schools were matched into pairs and randomized to the schoolwide PD or a business-as-usual (BAU) condition. Content area teachers in schools assigned to the PD condition received distributed PD resources to support implementation, and coaching in one reading comprehension practice in the fall (i.e., get the gist) and one in the spring (i.e., asking and answering questions). Contrary to traditional PD, this PD was implemented across three content areas, was narrow in scope but long in duration (one practice per semester), focused on practices that could feasibly be integrated into content area instruction, and included ongoing coaching in content area teams. Students in schools assigned to the PD condition significantly outperformed those in the BaU condition on a measure of main idea generation (ES = 0.29) but not on measures of asking and answering questions (ES = 0.11) and general reading comprehension (ES = - 0.09). Findings suggest promise for implementing schoolwide approaches embedded within content area instruction to improve reading comprehension performance for middle school students. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01