"Comparison of Korean Educational Contents in the Middle School Reading Area of South and North Korea : Subject to South Korea’s ‘2015 Revision of the Korean Curriculum’ and North Korea’s ‘2013 Revision of the Korean Curriculum’"

2018 ◽  
Vol 48 ◽  
pp. 203-245
Author(s):  
Yune-jung Kim ◽  
Soon-hee Kwon
Keyword(s):  
Middle School ◽  
North Korea ◽  
Middle School Reading ◽  
Educational Contents

Technology in Middle School Reading Education:

1995 ◽  
Vol 11 (3) ◽  
pp. 79-91
Author(s):  
Jay Blanchard ◽  
Judy Lewis ◽  
James Crossman
Keyword(s):  
Middle School ◽  
Reading Education ◽  
Middle School Reading

Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention

2015 ◽  
Vol 39 (1) ◽  
pp. 44-57 ◽  
Author(s):  
Stephen Ciullo ◽  
Erica S. Lembke ◽  
Abigail Carlisle ◽  
Cathy Newman Thomas ◽  
Marilyn Goodwin ◽  
...  
Keyword(s):  
Middle School ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Performance Feedback ◽  
Literacy Practices ◽  
Strategy Instruction ◽  
Future Research ◽  
Evidence Based ◽  
Independent Practice ◽  
Middle School Reading

The authors report findings from a systematic observational study of middle school educators (Grades 6–8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed.

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