Literacy for Middle School Students: Challenges of Cultural Synthesis

Abstract

In this manuscript, the author explores the question, What does research suggest for middle level readers? To answer it, she conducts a synthesis of empirical studies published between 1990 and 2001 that appeared in journals linked to the author's professional membership (i.e ., Research in Middle Level Education (RMLE), Reading Research Quarterly (RRQ), Journal of Adolescent and Adult Literacy (JAAL), American Educational Research Journal (AERJ), Reading Research and Instruction (RRI), and Review of Educational Research (RER)). This examination noted attention to eight categories: (1) interests, (2), strategy instruction, (3) vocabulary, (4) student attributes, (5) comprehension, (6) context, (7) discussion, and (8) tutoring. The author then explores the implications of these findings for researchers and practitioners. Specifically, the author calls for a stronger attention to the literacy learning of middle level students and a greater degree of interplay between researcher and practitioner agendas. ________________________________ Many national studies and numerous research dollars has been spent in an effort to address literacy issues (e.g., National Reading Panel, 2000;Snow, Burns, & Griffin, 1998;Taylor & Pearson, 2002). However, these efforts generally overlook middle level readers and, by that neglect, impact those who continue to need and deserve literacy assistance. This stance is especially noticeable in this nation's current mantra to leave no student behind. As NAEP data (Donahue, Voelkl, Campbell, & Mazzeo, 1999) suggest, many middle level students have already been left behind. International comparisons (e.g., Elley, 1992) show the drop of attainment that occurs between the ages of 9 and 14. In spite of these trends, national directives and funding sources continue to focus on the youngest readers. In addition to the neglect of middle level readers at the national policy level, other researchers fail to distinguish them from upper elementary readers (e.g., Taylor, Graves, & Van Den Broek, 2000). Even the International Reading Association, in a position statement on adolescent literacy (Moore, Bean, Birdyshaw, & Rycik, 2002), blurs the distinctions between middle level and high school students. The school climate and culture of students housed in middle schools differ in significant ways from students in elementary or high schools. Those differences demand separate attention to consider, rather than overlook, their impact on literacy instruction and attainment.I offer a redirection of this national trend by focusing on the question, What does research suggest for middle level readers? Many prominent texts inform middle level literacy (e.g., Atwell, 1998;Barbieri, 1995;Hynds, 1997;Rycik & Irvin, 2001;Wilhelm, 1995 that spark students' literacy learning, the variability that exists across middle level readers, and the importance of balancing caring with attention to literacy growth. I acknowledge the groundwork those works provide. However, I seek a broader synthesis of research that can info...

Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

“…Research syntheses are a well-suited approach to address this issue by providing educators systematic access to the results of research on reading comprehension and middle grades ELLs while also connecting the research to instruction. In sum, the primary purpose of this work is to assume a role similar to that of cultural synthesizer (Roe, 2004) as we systematically gather and evaluate research relevant to ELLs' reading comprehension, describe the research findings, and offer suggestions for practice that are informed by the research.…”

“…It is unlikely that middle school teachers would have access to this type of setting. As Roe (2004) noted in her synthesis of literacy research related to the general middle school population, "Unlike researchers, they [teachers] do not have the luxury to exclusively consider one topic or even one category. Instead they must piece together information within and across categories to develop quality programs" (p. 5).…”

“…As Spanish speakers account for the majority of ELLs in our public schools, research focusing on native Spanishspeaking students is important to review. Nonetheless, with immigrant students from varied language backgrounds continuing to enroll in U.S. public schools primarily staffed by monolingual English teachers, understanding the components of English reading comprehension and how best to teach reading comprehension should also be explored with middle grades students from diverse linguistic backgrounds (Roe, 2004). In the first author's local context, for example, schools are experiencing an influx of refugee students from Burma who speak Karen, Karenni, and Chin.…”

“…In sum, the pervasive low achievement of middle grades ELLs necessitates that they be provided rich, highquality, research-based instruction that addresses the complexities ELLs encounter in developing the ability to read well and access content area material (Short & Fitzsimmons, 2007). Typically, however, as noted in Roe's (2004) earlier synthesis, attempts to inform instruction with research result in lofty suggestions but limited practical applications to teachers' unique circumstances. Conversely, suggestions specific enough to be implemented in a classroom setting may lack an adequate research base.…”

“…Thus, in the present research synthesis, we attempt to identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to instruction. Our end goal, rather than a prescriptive list of strategies, is to provide middle grades educators an accessible research base they can use to make informed decisions in their teaching practices when working to teach reading comprehension to students and, in particular, to ELLs (International Reading Association & National Middle School Association, 2001;Roe, 2004;Short & Fitzsimmons, 2007).…”