An Investigation of Current Secondary Reading Programs

Autor/inn/en	Harmon, Janis M.; Hedrick, Wanda B.; Wood, Karen D.; Vintinner, Jean
Titel	An Investigation of Current Secondary Reading Programs
Quelle	In: Literacy Research and Instruction, 50 (2011) 2, S.105-119 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
Schlagwörter	Investigations; Reading Programs; Secondary School Teachers; Reading Teachers; Reading Instruction; High Schools; Literacy; Evaluation; Adolescents; Teacher Education; Reading Difficulties; Literacy Education; Academic Achievement; Faculty Development; Interviews; English (Second Language); Second Language Learning; Teaching Methods; Educational Practices; Florida; North Carolina; Texas; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Untersuchung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Leseunterricht; High school; Oberschule; Alphabetisierung; Schreib- und Lesefähigkeit; Evaluierung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrerausbildung; Lehrerbildung; Reading difficulty; Leseschwierigkeit; Schulleistung; Interviewing; Interviewtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	While there has been growing interest in the last few years to address the literacy needs of adolescents, this interest comes when alarming numbers of students are challenged by academic literacy demands in high school. Many students entering high school without passing state assessment examinations are required to take developmental reading classes. While we have made strides in documenting the need for competent reading teachers and in understanding what secondary reading programs should look like, our understandings about these reading programs and the teachers in these programs are sporadic and ill defined. This investigation examined 21 high school teachers' preparation to teach struggling readers, the methods and materials they were using, and their own perspectives about the nature of their programs. (Contains 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10