TY - JOUR
T1 - Designing, Implementing, and Evaluating a School-Based Literacy Program for Adolescent Learners With Reading Difficulties
T2 - A Mixed-Methods Study
AU - Farkas, Wendy A.
AU - Jang, Bong Gee
N1 - Publisher Copyright:
© 2019, © 2019 Taylor & Francis.
PY - 2019/7/4
Y1 - 2019/7/4
N2 - This 12-week mixed-methods study examined an 8th-grade English language arts curriculum designed to increase participants’ (N = 62) reading comprehension and reading motivation. Data consisted of demographic information, pre/post standardized reading comprehension scores, reading motivation survey scores, and participants’ periodic semistructured written reflections. We used the quantitative data to describe changes in reading comprehension and reading motivation and found a significant increase in participants’ scores. The qualitative data on participants’ experiences revealed several constructs directly related to evidence-based theoretical and practical research in the field of adolescent literacy as well as several emergent themes related to implementation. The results suggest improvements in participants’ reading comprehension and reading motivation through the implementation of an English language arts curriculum embodying social constructivism and cognitive theories with embedded research-based instructional practices supporting adolescent learning: explicit strategy instruction; text-based collaborative practices; and a partnership among a researcher, literacy specialist, and novice teacher.
AB - This 12-week mixed-methods study examined an 8th-grade English language arts curriculum designed to increase participants’ (N = 62) reading comprehension and reading motivation. Data consisted of demographic information, pre/post standardized reading comprehension scores, reading motivation survey scores, and participants’ periodic semistructured written reflections. We used the quantitative data to describe changes in reading comprehension and reading motivation and found a significant increase in participants’ scores. The qualitative data on participants’ experiences revealed several constructs directly related to evidence-based theoretical and practical research in the field of adolescent literacy as well as several emergent themes related to implementation. The results suggest improvements in participants’ reading comprehension and reading motivation through the implementation of an English language arts curriculum embodying social constructivism and cognitive theories with embedded research-based instructional practices supporting adolescent learning: explicit strategy instruction; text-based collaborative practices; and a partnership among a researcher, literacy specialist, and novice teacher.
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U2 - 10.1080/10573569.2018.1541770
DO - 10.1080/10573569.2018.1541770
M3 - Article
AN - SCOPUS:85062354609
SN - 1057-3569
VL - 35
SP - 305
EP - 321
JO - Reading and Writing Quarterly
JF - Reading and Writing Quarterly
IS - 4
ER -