Placement Matters: Is Your Reading Intervention Effective?

Autor/inn/en	Brooks, Maneka Deanna; Frankel, Katherine K.; Learned, Julie E.
Titel	Placement Matters: Is Your Reading Intervention Effective?
Quelle	In: Phi Delta Kappan, 103 (2022) 6, S.41-45 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217221082809
Schlagwörter	Reading Improvement; Intervention; Program Effectiveness; Educational Policy; Reading Difficulties; Student Placement; Educational Change; Data Use; Decision Making + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Reading difficulty; Leseschwierigkeit; Schülerpraktikum; Bildungsreform; Decision-making; Entscheidungsfindung
Abstract	Stand-alone reading intervention courses, or reading classes, are designed to facilitate the literacy development of adolescents who have been deemed "struggling" readers. However, the existence of such courses does not mean that these goals are realized. Decades of qualitative research on youth perspectives and experiences have documented how inequity can persist within reading classes. Nevertheless, district mandates or curricular adoptions often require schools to offer these courses. To mitigate students' negative experiences when these courses are offered, Maneka Deanna Brooks, Katherine K. Frankel, and Julie E. Learned draw on their research to propose a four-phase process to evaluate and revise policies and practices for placing students in reading classes. (As Provided).
Anmerkungen	SAGE Publications. 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	2024/1/01