Reading instruction and educational opportunity at the middle school level

Georgia Garcia, Diane Stephens, Karl Koenke, Violet Harris, P. Pearson, Robert Jimenez, Carol Janish

Research output: Book/Report/Conference proceedingTechnical report

Abstract

This study used qualitative methods, as part of a 2-year collaborative university/middle school effort, to understand the instructional reading practices in effect at the seventh-grade level and to investigate whether any of the practices might be related to the differential reading performance of the school's African-American students. Few of the teachers felt comfortable teaching reading at the middle-school level. They tended to emphasize whole-class instruction, oral reading, and the coverage of required texts, practices not oriented toward helping low readers improve their reading. The low reading performance of the African-American students was affected by the school's use of homogeneous grouping, overrepresentation of African Americans in the low classes, and by the type of reading instruction offered in these classes. If middle-school students are to improve their literacy capabilities, and if past inequities are to be overturned, then middle school experts and faculty, along with literacy experts, need to work together to develop a literacy curriculum.
Original languageEnglish (US)
PublisherCenter for the Study of Reading
Number of pages26
StatePublished - Nov 1995

Publication series

NameCSR Technical Reports
No.622

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    Garcia, G., Stephens, D., Koenke, K., Harris, V., Pearson, P., Jimenez, R., & Janish, C. (1995). Reading instruction and educational opportunity at the middle school level. (CSR Technical Reports; No. 622). Center for the Study of Reading.