More than a Reading Intervention: Teachers Working Together to Improve the Reading Achievement of Students from Culturally and Linguistically Diverse Backgrounds

Autor/inn/en	Nielsen, Diane Corcoran; Winter, Laurie Leiker; Keetle, Susan; Jackson, Clarissa
Titel	More than a Reading Intervention: Teachers Working Together to Improve the Reading Achievement of Students from Culturally and Linguistically Diverse Backgrounds
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 10 (2007) 1-2, S.125-146 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Urban Schools; Intervention; Reading Achievement; Reading Instruction; Student Diversity; English (Second Language); Poverty; Faculty Development; Teaching Methods; Beginning Reading; Achievement Gap; White Students; Minority Group Children; Special Education; Program Effectiveness; Reading Comprehension; Emergent Literacy; African American Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseleistung; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Armut; Teaching method; Lehrmethode; Unterrichtsmethode; Erstleseunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Leseverstehen; Frühleseunterricht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	A diverse, Midwestern, high-poverty urban school district, under the guidance of a university reading professor with expertise in research-based instruction and reading intervention, began a professional-development initiative that resulted in improved reading achievement for its students. This article presents the background, rationale, and components of the model of effective reading instruction used in this initiative, Building Beginning Readers, and focuses on the reading achievement at one school over the course of 8 years. The gap between the achievement of students from culturally and linguistically diverse backgrounds and their White peers narrowed considerably, and the percentage of children identified for special education decreased from 18% to 8%. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10