Individual and group sensitivity to remedial reading program design: examining reading gains across three middle school reading projects

We present results of an evaluation of the first year of a multi-year comprehensive middle school reading program. Four public middle schools in rural Virginia with large populations of students with limited reading proficiency participated in a study to determine the reading program’s impact. We evaluated 235 students with low reading achievement scores, including students with disabilities, to determine reading gains. The multi-year curriculum consisted of multiple components (word-level instruction, comprehension and vocabulary, motivation and engagement, and assessment) and seven related instructional units, each taught using explicit instruction. A quasi-experimental design was used to determine the intervention’s effectiveness. Statistically significant differences were found between the experimental and comparison conditions on a standardized measure of reading achievement with some scores favoring the experimental condition. Results support, in part, the reading program’s promise to improve middle school students’ reading achievement scores at a level that may narrow the reading achievement gap.

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The Learning Skills Developer (LSD) and the Middle School Reading Program

Middle School Journal ◽

10.1080/00940771.1976.11495875 ◽

1976 ◽

Vol 7 (4) ◽

pp. 3-19

Author(s):

Lawrence L. Smith ◽

Paul S. George

Keyword(s):

Middle School ◽

Reading Program ◽

Learning Skills ◽

Middle School Reading

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Fidelity First in Middle School Reading Programs

World Journal of Education ◽

10.5430/wje.v10n2p109 ◽

2020 ◽

Vol 10 (2) ◽

pp. 109

Author(s):

Emir Gonzalez ◽

Michelle McCraney ◽

Sunddip Panesar-Aguilar ◽

Chri Cale

Keyword(s):

Middle School ◽

Social Change ◽

Implementation Fidelity ◽

Reading Program ◽

Reading Scores ◽

Structured Interviews ◽

Middle School Reading ◽

Teachers Perceptions ◽

Positive Social Change ◽

Trained Teachers

Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school’s reading program. The purpose of this investigation was to (a) determine the level of fidelity to the reading program, (b) understand the teachers’ perceptions of the reading program, and (c) understand the structure of the reading program. The theory of andragogy guided this qualitative case study. Six teachers from a local school participated in the investigation. The teachers were purposely selected to take part in semi-structured interviews. Two sets of data were gathered for this investigation: (a) results from semi-structured interviews, and (b) publicly available reading data. The data were coded, and emerging themes were outlined. Six themes emerged to understand the overall process of the reading program. The results of the study pointed to the need for a more focused and sustained reading program. Another finding from the investigation was that teachers need year-around training in implementation fidelity. Another finding was that the reading program’s structure can benefit from the 5 constructs that make up implementation fidelity. The implications of this study may affect positive social change by providing teachers with sustained training and support to be effective reading development facilitators. Well-trained teachers have a profound effect on their students and providing teachers a platform to guide these students toward a literate world can make a positive social change in their communities.

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