Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention

Abstract

The authors report findings from a systematic observational study of middle school educators (Grades 6–8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed.

A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

“…With specific attention towards the used research designs in the reviewed studies, the authors found that the most frequently used research design is quantitative design as there are 14 research articles chose to analyse their data using the quantitative methodological approach (see see AD-Heisat et al, 2009;Alsheikh & Mokhtari, 2011;Chen & Chen, 2015;De Leon & Tarrayo, 2014;Kasemsap & Lee, 2015;Lai, 2017;Melekoglu & Wilkerson 2013;Semtin & Maniam, 2015;Yukselir, 2014;Wai, et al, 2014;Teba, 2017;Semtin & Maniam, 2015;Migdadi & Baniabdelrahman,2016;and Nasab & Ghafournia, 2016). This is followed by seven studies that employed qualitative research designs (see Alsheikh & Mokhtari, 2011;Bastug & Demirtas, 2016;Ciullo, et al, 2016;De Leon & Tarrayo, 2014;Nurie, 2017;Omar & Saufi, 2015;Wai et al, 2014) and seven studies that employed mixed-method research designs (see Semtin & Maniam, 2015;Teba, 2017;Kasemsap & Lee, 2015;Li, 2010;Lai, 2017;Solak & Altay, 2014;Tercanlioglu, 2004). main tool to collect qualitative data (see Bastug & Demirtas, 2016;Nurie, 2017;Omar & Saufi, 2015;Semtin & Maniam, 2015;Teba, 2017;Wai et al, 2014;Tercanlioglu, 2004;Semtin & Maniam, 2015).…”

“…main tool to collect qualitative data (see Bastug & Demirtas, 2016;Nurie, 2017;Omar & Saufi, 2015;Semtin & Maniam, 2015;Teba, 2017;Wai et al, 2014;Tercanlioglu, 2004;Semtin & Maniam, 2015). As for the observation data collection technique, there are five research studies used this technique to collect data (see Bastug & Demirtas, 2016;Ciullo et al, 2016;Omar & Saufi, 2015;Teba, 2017;Ulu, 2017).…”

“…Chen & S. Chen, 2015;De Leon & Tarrayo, 2014;Gomaa, 2015;Guo, 2013;Kasemsap & Lee, 2015;Melekoglu & Wilkerson 2013;Migdadi & Baniabdelrahman,2016;Nurie, 2017;Omar & Saufi, 2015;Semtin & Maniam, 2015;Solak & Altay, 2014;Teba, 2017;Ulu, 2017;Wai et al, 2014). Nine studies were obtained from Google Scholar (i.e., Alsheikh & Mokhtari, 2011;Ciullo et al, 2016;Fu et al, 2014;Küçükoğlu, 2012;Lai, 2017;Lee & Chang, 2017;Li, 2010;Nasab & Ghafournia, 2016;Tercanlioglu, 2004). Two research studies were obtained from ResearchGate (i.e., AD-Heisat et al, 2009;Pinninti, 2016).…”

“…(See Appendix A -Literature Review Matrix). In terms of the number of participants in the research articles reviewed, the most focused population was on high school ESL/EFL students (see K. Chen & S. Chen, 2015;Ciullo et al, 2016;De Leon & Tarrayo, 2014;Nasab & Ghafournia, 2016;Melekoglu & Wilkerson, 2013;Migdadi & Baniabdelrahman, 2016;Semtin & Maniam, 2015;Teba, 2017;Pinninti, 2016). There weree six research conducted on elementary school ESL/EFL students (see Bastug & Demirtas, 2016;Fu et al, 2014;Lee & Chang, 2017;Gomaa, 2015;Melekoglu & Wilkerson, 2013;Ulu, 2017) and only two studies that focused on primary school ESL/EFL students (see Guo, 2013;Omar & Saufi, 2015).…”

Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas (EMICOG ESTUDIANTES)

“…A estos se añade, otros dos sobre documentos oficiales: "Me siento nervioso/a cuando tengo que hacer escritos oficiales: reclamaciones, formula-rios…" y otros cuatro generales del tipo: "Estudiar textos o construir textos son de las tareas que más temo". (Calderón, Parra y Piñeros, 2018;Connor et al, 2017;Ciullo et al, 2016;Guiñazú, Aldo y Zibelman, 2014;Li et al, 2018;OECD, 2016;Peng et al, 2019; (CEEDAR, 2019a;2019b;Ciullo et al, 2016;De la Paz et al, 2016;García et al, 2005;Graham et al, 2018;Karagiannopoulou, Milienos y Athanasopoulos, 2018;Li, Ye, Tang, Koster et al, 2015;Li et al, 2018;OCDE, 2016;Peng et al, 2019;Uttl, et al, 2017;Xie et al, 2018)…”