Where Do We Go from Here? Comments from the Research Team: How Can You Apply What We Learned to Your Own After-School Reading Program?

The purpose of this article is to provide a detailed example of effective professional development for teachers that resulted in positive changes to the effectiveness of the school’s reading program. This study describes the results of an intervention school-wide program that was conducted in a large urban school with a majority of minority students whose families were below the poverty line. With the implementation of continuous professional development of exemplary literacy instruction, dramatic improvement in reading achievement occurred. The article depicts how poorly students performed on state exams and details the multiple strategies developed and used by the authors - analyzing test results, realigning the curriculum, coaching, after school tutoring, and the implementation of a nightly home reading program, all of which were closely monitored by these researchers. This model can be replicated anywhere because it is achievable without any additional cost to the participating schools.

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Why Is an After-School Group-Centered Reading Program One of the Best Ways to Stop Reading Failure? Does Intrinsic Motivation Contribute to Mental Wellness in the Classroom?

After-School Programming and Intrinsic Motivation ◽

10.1007/978-3-030-22845-3_1 ◽

2019 ◽

pp. 1-20

Author(s):

Elaine Clanton Harpine

Keyword(s):

Intrinsic Motivation ◽

Reading Program ◽

Reading Failure ◽

After School ◽

School Group ◽

Mental Wellness

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PTSD Can Persist Months After School Shooting

Internal Medicine News ◽

10.1016/s1097-8690(09)70067-8 ◽

2009 ◽

Vol 42 (2) ◽

pp. 22 ◽

Cited By ~ 2

Author(s):

PATRICE WENDLING

Keyword(s):

School Shooting ◽

After School

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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