Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Supplementary Reading Instruction in Alternative High Schools: A Statewide Survey of Educator Reported Practices and Barriers

Supplementary Reading Instruction in Alternative High Schools: A Statewide Survey of Educator... Recent data suggest that a majority of secondary students read below the level considered proficient on state standardized tests of reading. Alternative high schools, in particular, serve a high proportion of struggling readers. This survey study investigated reading instruction provided to struggling readers in alternative schools in one state by determining: (a) the types of supplemental reading instruction provided, (b) the methods of referral, and (c) educator-perceived barriers to providing that instruction. Findings indicate that most alternative schools offer supplemental reading instruction and that standardized assessments are the primary method of referral. Lack of staff and instructional resources, poor student behavior and motivation, and insufficient time were all identified as barriers to providing instruction. Implications for research and practice are also identified. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Supplementary Reading Instruction in Alternative High Schools: A Statewide Survey of Educator Reported Practices and Barriers

Loading next page...
 
/lp/university-of-north-carolina-press/supplementary-reading-instruction-in-alternative-high-schools-a-1T2H0uWaCC
Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157

Abstract

Recent data suggest that a majority of secondary students read below the level considered proficient on state standardized tests of reading. Alternative high schools, in particular, serve a high proportion of struggling readers. This survey study investigated reading instruction provided to struggling readers in alternative schools in one state by determining: (a) the types of supplemental reading instruction provided, (b) the methods of referral, and (c) educator-perceived barriers to providing that instruction. Findings indicate that most alternative schools offer supplemental reading instruction and that standardized assessments are the primary method of referral. Lack of staff and instructional resources, poor student behavior and motivation, and insufficient time were all identified as barriers to providing instruction. Implications for research and practice are also identified.

Journal

The High School JournalUniversity of North Carolina Press

Published: Jan 24, 2016

There are no references for this article.