Abstract
Supplemental reading classes can be described as classes that are provided for students who struggle
in reading. The purpose of this study was to describe the characteristics of high school supplemental reading classes
that were developed to support struggling readers in the United States of America. All data in the study was collected
by a questionnaire that was developed by the researcher in order to describe the characteristics of high school
supplemental reading classes. The questionnaire included 32 questions. All the participating schools were selected
from the State of Wisconsin. A total of 223 teachers in 116 schools participated in the study. A total of 126 teachers
completed and returned the questionnaire. The main findings of this study indicated that the availability of
supplemental reading classes in American public high schools is limited and characteristics of reading instruction in
these classes vary (e.g., student selection, assessment methods). Findings of the study are discussed and
recommendations for developing a similar supplemental reading class in other high schools are provided.
References
- Barry, A. L. (1997). High school reading programs revisited. Journal of Adolescent & Adult Literacy, 40, 524-31.
- Biancarosa, G., & Snow, C. E. (2006). Reading next- A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.
- Daniel, S. S., Walsh, A. K., Goldston, D. B., Arnold, E. M., Reboussin, B. A., & Wood, F. B. (2006). Suicidality, school dropout, and reading problems among adolescents. Journal of Learning Disabilities, 39, 507-514.
- Greenleaf, C., Schoenbach, R., Cziko, C., & Mueller, F. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review, 71, 79-129.
- Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.
- Kamil, M. L. (2003). Adolescents and literacy: Reading for the 21st century. Washington, DC: Alliance for Excellent Education.
- Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change: Performance and engagement across countries. Results from PISA 2000. Paris: Organization for Economic Co-operation and Development.
- Langer, J. A. (2000). Excellence in English in Middle and High School: How teachers’ professional lives support student achievement. American Educational Research Journal, 37, 397-439.
- Lee, J., Grigg, W., & Donahue, P. (2007). The nation’s report card: Reading 2007 (NCES 2007-496). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, D.C.
- Meltzer, J., Smith, N. C., & Clark, H. (2002). Adolescent literacy resources: Linking research to practice. South Hampton, NH: Center for Resource Management.
- Moore, D., Bean, T. W., Birdyshaw, J.A, & Rycik, J. A. (1999). Adolescent literacy: A position statement for the commission on Adolescent Literacy of the International Reading Association. Newark, DE: International Reading Association.
- National Reading Panel (2000). Teaching Children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication no. 00-4769). Washington, DC: U.S. Department of Health and Human Services, National Institute of Child Health and Human Development. Effective literacy instruction for adolescents. National Reading Conference (2001).
- Perie, M., Moran, R., & Lutkus, A. D. (2005). NAEP 2004 trends in academic progress: Three decades of student performance in reading and mathematics (NCES 2005-464). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Washington, DC: Government Printing Office. Retrieved from http://nces.ed.gov/pubSearch/pubsinfo.asp?pubid=2005464
- Showers, B., Joyce, B., Scanlon, M., & Schnaubelt, C. (1998). A second chance to learn to read. Educational Leadership, 55, 27-31.
- Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
- Willis, G. B. (2005). Cognitive interviewing. Thousand Oaks, CA: Sage
Abstract
Okuma becerisini arttırmaya yönelik destek sınıfları okuma becerisi zayıf olan öğrencilere bu becerilerini
geliştirmek amacıyla çeşitli destek hizmetlerinin sağlandığı sınıflar olarak tanımlanabilir. Bu araştırmanın
amacı, Amerika Birleşik Devletleri’ndeki devlet liselerinde, okuma güçlüğü olan öğrencilerin okuma
becerilerini arttırmak amacıyla oluşturulmuş destek sınıflarının özelliklerinin betimlenmesidir.
Araştırmanın verileri, destek sınıflarında çalışan öğretmenlerin bu sınıflarda kullandıkları yöntemleri
ortaya çıkarmak amacıyla araştırmacı tarafından geliştirilen ve 32 sorudan oluşan anket ile toplanmıştır.
Destek sınıflarının tamamı Amerikanın Wisconsin eyaletindeki okullardan seçilmiştir. Belirlenen 116
devlet lisesinde, destek sınıflarında görev yapan 223 öğretmene araştırma anketi gönderilmiştir. Anket
gönderilen öğretmenlerden 126’sı anketi cevaplayarak geri göndermiştir. Bulgulara göre okullardaki
okuma becerisini destekleyen sınıflar sınırlı sayıdadır. Ayrıca, bu sınıfların genel özellikleri okuldan okula
değişebilmektedir (öğrenci seçimi, değerlendirme teknikleri gibi). Araştırmanın bulguları tartışılarak, bu
tür sınıfların diğer okullarda da açılması sürecinde yardımcı olacağı düşünülen öneriler sunulmuştur.
Keywords
References
- Barry, A. L. (1997). High school reading programs revisited. Journal of Adolescent & Adult Literacy, 40, 524-31.
- Biancarosa, G., & Snow, C. E. (2006). Reading next- A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.
- Daniel, S. S., Walsh, A. K., Goldston, D. B., Arnold, E. M., Reboussin, B. A., & Wood, F. B. (2006). Suicidality, school dropout, and reading problems among adolescents. Journal of Learning Disabilities, 39, 507-514.
- Greenleaf, C., Schoenbach, R., Cziko, C., & Mueller, F. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review, 71, 79-129.
- Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.
- Kamil, M. L. (2003). Adolescents and literacy: Reading for the 21st century. Washington, DC: Alliance for Excellent Education.
- Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change: Performance and engagement across countries. Results from PISA 2000. Paris: Organization for Economic Co-operation and Development.
- Langer, J. A. (2000). Excellence in English in Middle and High School: How teachers’ professional lives support student achievement. American Educational Research Journal, 37, 397-439.
- Lee, J., Grigg, W., & Donahue, P. (2007). The nation’s report card: Reading 2007 (NCES 2007-496). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, D.C.
- Meltzer, J., Smith, N. C., & Clark, H. (2002). Adolescent literacy resources: Linking research to practice. South Hampton, NH: Center for Resource Management.
- Moore, D., Bean, T. W., Birdyshaw, J.A, & Rycik, J. A. (1999). Adolescent literacy: A position statement for the commission on Adolescent Literacy of the International Reading Association. Newark, DE: International Reading Association.
- National Reading Panel (2000). Teaching Children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication no. 00-4769). Washington, DC: U.S. Department of Health and Human Services, National Institute of Child Health and Human Development. Effective literacy instruction for adolescents. National Reading Conference (2001).
- Perie, M., Moran, R., & Lutkus, A. D. (2005). NAEP 2004 trends in academic progress: Three decades of student performance in reading and mathematics (NCES 2005-464). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Washington, DC: Government Printing Office. Retrieved from http://nces.ed.gov/pubSearch/pubsinfo.asp?pubid=2005464
- Showers, B., Joyce, B., Scanlon, M., & Schnaubelt, C. (1998). A second chance to learn to read. Educational Leadership, 55, 27-31.
- Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
- Willis, G. B. (2005). Cognitive interviewing. Thousand Oaks, CA: Sage
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | June 26, 2012 |
| Published in Issue | Year 2012 Volume: 11 Issue: 3 |