Response to Slavin, Cheung, Groff, and Lake (2008). Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis

@article{Greenleaf2009ResponseTS,
  title={Response to Slavin, Cheung, Groff, and Lake (2008). Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis},
  author={Cynthia Greenleaf and Anthony J. Petrosino},
  journal={Reading Research Quarterly},
  year={2009},
  volume={44},
  pages={349-354}
}
Reading Research Quarterly • 43(3) • pp. 290–322 • dx.doi.org/10.1598/RRQ.43.3.4 • © 2008 International Reading Association Students who enter high school with poor literacy skills face long odds against graduating and going on to postsecondary education or satisfying careers. Joftus and Maddox-Dolan (2003) reported that in the United States, roughly 6 million secondary students read far below grade level and that approximately 3,000 students drop out of U.S. high schools every day. The… 
Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2)
An Analysis of Secondary Schools and Principals' Needs to Implement Literacy Instruction Across the Content Areas
As student achievement data continues to reveal that adolescents are not prepared for the literacy demands of college and the workplace, a national reform movement to improve the content and rigor of
Multiple Comprehension Strategies Instruction in the Intermediate Grades: Three Remarks about Content and Pedagogy in the Intervention Literature.
This conceptual article provides an overview and critique of the major versions of multiple comprehension strategies instruction (MCSI) that have been studied since 1980. The author argues that MCSI
A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools
Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this
A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills
We report here the overall results of a cluster randomised controlled trial of the use of computer-aided instruction with 672 Year 7 pupils in 23 secondary school classes in the north of England. A
What Works in Developing Nations to Get Children Into School or Keep Them There?
Due to evidence linking education and development, funding has been invested in interventions relevant to getting youth into school and keeping them there. This article reports on a systematic review
Interventions in Developing Nations for Improving Primary and Secondary School Enrollment of Children: A Systematic Review
BACKGROUNDEducation is considered critical to economic development and social welfare in developing nations. In light of compelling evidence that links expanded education systems and socioeconomic
Teacher Review of effective teaching approaches in primary schools.
The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t
...
1
2
...

References

SHOWING 1-10 OF 165 REFERENCES
DEVELOPING ADOLESCENT LITERACY IN HIGH POVERTY MIDDLE SCHOOLS: THE IMPACT OF TALENT DEVELOPMENT’S REFORMS ACROSS MULTIPLE YEARS AND SITES
In calling for Congress and the President to start a national Adolescent Literacy Initiative, the Alliance for Excellent Education noted that approximately six million middle school and high school
Effects of a Peer-Mediated Phonological Skill and Reading Comprehension Program on Reading Skill Acquisition for Middle School Students with Reading Disabilities
  • M. Calhoon
  • Psychology, Medicine
    Journal of learning disabilities
  • 2005
TLDR
The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter—Word Identification, Word Attack, and Passage Comprehension using the Woodcock-Johnson Test of Achievement—III.
Catching up: Impact of the talent development ninth grade instructional interventions in reading and mathematics in high-poverty high schools (Report 69). Center for Research on the Education of Students Placed At Risk.
This report was published by the Center for Research on the Education of Students Placed At Risk (CRESPAR), a national research and development center supported by a grant (No. R117D40005) from the
Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms. The Jossey-Bass Education Series.
TLDR
This work focuses on the development of Schoolwide Reading Apprenticeship Programs, which are designed to address the challenges faced by middle and high school reading in the modern classroom.
The effects of strategy instruction on the reading comprehension achievement of junior secondary school students.
This study evaluated the effect of a strategy intervention to increase the reading comprehension of grade 8 students (n = 98) with reading disabilities in intact junior high school classes. The
A randomized evaluation of the Success for All middle school reading program
This article describes a randomized evaluation of The Reading Edge, a reading program for middle school students. The Reading Edge was designed to integrate findings of research on cooperative
The Reading Edge: a randomized evaluation of a middle school cooperative reading program
This article describes a randomized evaluation of The Reading Edge, a reading program for middle‐school students. The Reading Edge was designed to integrate findings of research on cooperative
Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems
This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in
Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2)
Improving the comprehension of disabled readers
Students with learning disabilities (LD) often have difficulty comprehending what they read. Although reading comprehension problems frequently are associated with inadequate word recognition,
...
1
2
3
4
5
...