Middle School Students Need More Opportunities to Read Across the Curriculum

Sanacore, Joseph; Palumbo, Anthony

doi:10.1080/00098650903583735

Cited by 7 publications

(5 citation statements)

References 9 publications

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“…If read-aloud is to become commonplace in the middle school, all teachers should understand the importance. "By expanding their read-alouds to include expository, descriptive, and poetic text, teachers increase students' opportunities to read in these areas and build their knowledge base" ( p. 181) [30]. A group effort is required to support the continued literacy improvement of secondary students.…”

Section: Read-aloud In Middle Schoolmentioning

confidence: 99%

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The Potential Impact of Structured Read-Aloud on Middle School Reading Achievement

Marchessault¹,

Larwin²

2014

International Journal of Evaluation and Research in Education (IJERE)

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Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically, students who were not receiving special education or additional reading intervention services. For the current investigation, students in two middle schools within the same Virginia school district were assigned to receive the treatment of Structured Read-Aloud or received traditional middle-school reading instruction. These students were tested using the Diagnostic Online Reading Assessment (DORA) both in the fall before the intervention was implemented, and then again in the spring of the same year to assess gains. Results indicated that the use of Read-Aloud instruction had an impact on student DORA scores and implications of the research are considered.

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Section: Read-aloud In Middle Schoolmentioning

confidence: 99%

“…The science teacher can scaffold difficult sections through read-aloud supported with charts, graphs, pictures, maps, etc. [30]. A myriad of trade books is available to read aloud in a history classroom.…”

Section: Read-aloud In Middle Schoolmentioning

confidence: 99%

The Potential Impact of Structured Read-Aloud on Middle School Reading Achievement

Marchessault¹,

Larwin²

2014

International Journal of Evaluation and Research in Education (IJERE)

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“…As Common Core standards are implemented in many schools across America, content‐area teachers are realising they can help students become better readers. Sanacore and Palumbo (2010) suggested that both reading and writing are ‘essential for advancing students' literacy growth throughout the grades and middle school students should profit from opportunities to engage in actual reading’ (pp. 180–181).…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of literacy across content on middle school students' reading comprehension in a rural context

Blume

Katz

Bass

2020

Journal Research in Reading

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Background Reading comprehension is an essential skill not only during learning but also to successfully navigate everyday life. However, reading comprehension is a task that is challenging even among some adept readers. Thus, in the present investigation, we explored how to improve reading comprehension skills among a sample of middle school students (N = 124) in rural southeast Georgia, United States. Methods Employing a quasi‐experimental pre‐test/post‐test design, we randomly assigned six classrooms to serve as either intervention (three classrooms with n = 66 students) or control (three classrooms with n = 58 students). The treatment involved implementing evidence‐based literacy instruction across content areas by the three content‐area teachers whose classrooms formed part of the intervention group. Data on students' reading comprehension skill as measured by the Reading Inventory (RI) and Georgia Milestones Assessment System (GMAS) Lexile were collected at baseline (2018) and post‐test (2019). Results Results revealed that students exposed to literacy instruction across content significantly outperformed students in the control group on both post‐test RI and GMAS scores, after controlling for prior knowledge pre‐test scores, albeit the effect was three times larger for GMAS Lexile than RI scores. Conclusion Implementing literacy instruction across content areas is an effective method for enhancing reading comprehension. We discuss implications for research and practice considering these findings.

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“…Tilly further explains that these kinds of students, despite their ability to read fluently, choose not to read, which entails that reading is by no means made a lifelong habit by these students. A habit that is believed to be a key element in developing a large number of literacy skills such as comprehension, spelling, vocabulary, and grammar (Sanacore and Palumbo, 2010). In their work on middle school students' literacy skills across the curriculum, Sanacore and Palumbo advocate for more opportunities for reading in an attempt to reach out to teachers of all content areas to do their part in engaging students in more reading practices for the sake of comprehension development and reading motivation.…”

Section: Reading Competence and Reading Motivationmentioning

confidence: 99%

Twenty-First Century Instructional Classroom Practices and Reading Motivation: Probing the Effectiveness of Interventional Reading Programs

Boulhrir

2017

IJELS

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Twenty-first century education has undoubtedly witnessed changes of the definition of literacy to cope with the economic, social, and intellectual trends. Technological advances, which include skills of communication, creativity, critical thinking, and collaboration have become key in education, especially when dealing with literacy and reading motivation. As motivation hinges around two major theoretical approaches, intrinsic and extrinsic, numerous studies argue for the first to be more sustainable in enhancing reading motivation. Accordingly, many research-based interventional programs have emerged since the late nineties with increasing popularity to offer answers to the dwindling rates in reading among youth. This article discusses traits of 21st century education in light of trends and challenges as it probes the effectiveness of some interventional programs that are meant, and argued for, to enhance literacy skills and reading motivation.

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Middle School Students Need More Opportunities to Read Across the Curriculum

Cited by 7 publications

References 9 publications

The Potential Impact of Structured Read-Aloud on Middle School Reading Achievement

The Potential Impact of Structured Read-Aloud on Middle School Reading Achievement

Impact of literacy across content on middle school students' reading comprehension in a rural context

Twenty-First Century Instructional Classroom Practices and Reading Motivation: Probing the Effectiveness of Interventional Reading Programs

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