Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District. Issue 3 (July 2018)

• Record Type: Journal Article
• Authors: Auletto, Kathryn C.; Sableski, Mary-Kate
• Is Part Of: International journal of educational reform. Volume 27:Issue 3(2018)
• Page Start: 234
• Page End: 252
• Publication Date: 2018-07
• Subjects: struggling readers -- reading achievement -- state policies -- retention -- urban schools -- reading programs -- reading recovery -- Orton Gillingham; Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/105678791802700301
• Languages: English
• ISSNs: 2631-9675

Abstract

Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?