Improving the Reading Skills of Struggling Secondary Students in a Real-World Setting: Issues of Implementation and Sustainability

Autor/inn/en	Main, Susan; Hill, Susan; Paolino, Annamaria
Titel	Improving the Reading Skills of Struggling Secondary Students in a Real-World Setting: Issues of Implementation and Sustainability
Quelle	In: Australian Journal of Learning Difficulties, 28 (2023) 1, S.73-95 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Main, Susan) ORCID (Hill, Susan) ORCID (Paolino, Annamaria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2023.2210588
Schlagwörter	Reading Skills; Reading Improvement; Reading Difficulties; Secondary School Students; Direct Instruction; Fidelity; Reading Instruction; Intervention; Foreign Countries; Instructional Effectiveness; Influences; Reading Tests; Reading Achievement; Australia; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Sekundarschüler; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Leseunterricht; Ausland; Unterrichtserfolg; Influence; Einfluss; Einflussfaktor; Lesetest; Leseleistung; Australien
Abstract	Reading difficulties have been associated with limited academic success and related social-emotional outcomes including anxiety and low motivation. Recent research on the educational impact of the COVID-19 pandemic indicates that children with poor reading skills were disproportionally disadvantaged. This growing number of students experiencing reading difficulties will require effective implementation of strategies to prevent long-term disadvantage, including in the challenging context of secondary schools where teachers are unfamiliar with reading instruction and constrained by timetabling of subjects and teachers. This research examined whether a Direct Instruction programme could be implemented with fidelity in the real world of a secondary school over a sustained period. Reading progress was monitored using a standardised assessment. Programme implementation was monitored via interviews with staff, classroom observations, and field notes. These data revealed that, whilst fidelity of programme implementation was challenging, programme delivery and student ability and confidence in reading improved over the three years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01