An Exploratory Study of Reading in Urban and Suburban Middle Schools: Implications for At-Risk and Special Education Learners
- ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
- Rebecca Shankland Ph.D., Assistant Professor (Creator)
- Institution
- Appalachian State University (ASU )
- Web Site: https://library.appstate.edu/
Abstract: Fifty years after Brown v. Board of Education, school achievement remains segregated by both race and class. Despite an emphasis on reading achievement as required by No Child Left Behind, many students have serious literacy needs, even into the middle and upper grades. The purpose of this study was to ascertain ways in which middle school reading instruction is coordinated to improve academic outcomes for at-risk students. In-depth interviews were conducted with professionals from five urban and five suburban middle schools surrounding five components of reading programming. While both align their curriculum with state expectations, they differ in terms of program continuity and stability. Overall, systemic coherence in schools was a rarity. Implications for literacy programming and systemic reform are presented
An Exploratory Study of Reading in Urban and Suburban Middle Schools: Implications for At-Risk and Special Education Learners
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Additional Information
- Publication
- Troy Mariage, Joyce Burgener, Kim Wolbers, Rebecca Shankland, Leah Wasburn-Moses, Lisa Dimling, Kathleen Kosobud and Susan Peters (2009) "An Exploratory Study of Reading in Urban and Suburban Middle Schools: Implications for At-Risk and Special Education Learners" Education and Urban Society.(ISSN 0013-1245) Vol 42, pp. 42-71 Version of record available @ (DOI: 10.1177/0013124509336327)
- Language: English
- Date: 2009
- Keywords
- , literacy, secondary-education, at-risk-population, special-education,