Florida's Middle School Reading Coaches: What Do They Do? Are They Effective?

2008 ◽  
Author(s):  
Julie Marsh ◽  
Jennifer McCombs ◽  
J. Lockwood ◽  
Paco Martorell ◽  
Daniel Gershwin ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Reading ◽  
Reading Coaches

scholarly journals Supporting Literacy Across the Sunshine State: A Study of Florida Middle School Reading Coaches

2008 ◽  
Author(s):  
Julie A. Marsh ◽  
Jennifer Sloan McCombs ◽  
J. R. Lockwood ◽  
Francisco Martorell ◽  
Daniel Gershwin ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Reading ◽  
Reading Coaches

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.

scholarly journals Structured Read-Aloud In Middle School: The Potential Impact On Reading Achievement

2013 ◽  
Vol 6 (2) ◽  
pp. 241 ◽  
Author(s):  
Jennifer Kohart Marchessault ◽  
Karen H. Larwin
Keyword(s):  
Middle School ◽  
Reading Instruction ◽  
Read Aloud ◽  
School Level ◽  
Elementary Level ◽  
Online Reading ◽  
Middle School Reading ◽  
Virginia School ◽  
Potential Impact ◽  
To Receive

Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically students who were not receiving special education or additional reading intervention services. For the current investigation, students in two middle schools within the same Virginia school district were assigned to receive the treatment of Structured Read-Aloud or received traditional middle-school reading instruction. These students were tested using the Diagnostic Online Reading Assessment (DORA), both in the fall before the intervention was implemented and again in the spring of the same year, to assess gains. Results indicate that the use of Read-Aloud instruction had an impact on student DORA scores, and implications of the research are discussed.

Middle School Reading Assessment: Measuring What Matters Under a RTI Framework

2012 ◽  
Vol 33 (1-2) ◽  
pp. 162-189 ◽  
Author(s):  
Tenaha O'Reilly ◽  
John Sabatini ◽  
Kelly Bruce ◽  
Srinivasa Pillarisetti ◽  
Carina McCormick
Keyword(s):  
Middle School ◽  
Reading Assessment ◽  
Middle School Reading ◽  
What Matters
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