Explicit and evidence-based literacy instruction in middle school: an observation study

AbstractAs evidenced by national data, a large proportion of students in middle school, contentarea classrooms in the United States (U.S.) may be considered developing readers (U.S. Department of Education in All aboard the literacy special: Reading resources from the What Works Clearinghouse.https://ies.ed.gov/ncee/wwc/literacyresources1, 2023a; U.S. Department of Education in National assessment of educational progress (NAEP), 2022  reading assessment. Institute of Education Sciences, National Center for Education Statistics. Retrieved May 1, 2023b, fromhttps://www.nationsreportcard.gov/, 2023b). Evidence-based literacy practices and explicit instructional practices can support these students ’ literacy development (Kamil et al. in Improving adolescent literacy: Effective classroom and intervention practices. IES practice guide. NCEE 2008–4027. National Center for Education Evaluation and Regional Assistance.https://ies.ed.gov/ncee/wwc/practiceguide/8, 2008; Vaughn et al. in Providing reading interventions for students in grades 4 –9 (WWC 2022007). Washington, DC. National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved fromhttps://whatworks.ed.gov/, 2022). Yet, prior observation research suggests that teachers often miss opportunities to integrate evidence-based literacy practices to support students ’ access to text, and little is known about middle school teachers’ use of ...
Source: Reading and Writing - Category: Child Development Source Type: research