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Support for Reading in Middle and High Schools [microform] : Institutional and Organizational Influences / Gail L. Sunderman, Marian Amoa and Tiffany Meyers
Bib ID 5668120
Format BookBook, MicroformMicroform, OnlineOnline
Author
Sunderman, Gail L
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1999 
49 p. 
Summary

To understand the capacity of middle and high schools to support reading, a study examined two questions: (1) How do middle/high schools organize and allocate resources to support reading? and (2) How do middle/high schools respond to resource and structural challenges created by the multiple institutional actors that comprise the school system? Combining an organizational and institutional view of schools, the study examined how eight high-performing California middle and high schools organized resources to support the improvement of reading. In particular, it is concerned with how the state's prior and current language arts curriculum policies shape and support the development and implementation of reading programs. Interviews were conducted with principals, teachers, and a central office administrator in each district. Classroom observations were made, and documents were collected. Findings suggest middle/high schools have adopted a limited number of strategies aimed at improving the literacy skills of their students. Because of organizational and resource constraints (including limited funding, scheduling limitations, curriculum requirements, few teachers with reading expertise, and a lack of appropriate materials) the most commonly adopted practices included reading or writing across the curriculum and sustained silent reading. These schools, however, were able to recruit and retain highly qualified teachers and attract a diverse student population, which also contributed to the students' reading development and academic achievement. Most important was how these schools distributed their resources within the school. They made sure students of all ability levels received high quality instruction that accommodated differences in students' abilities, and they provided support programs that gave opportunities for additional instruction. (Contains 40 notes, 8 tables of data, and 25 references.) (NKA)

Notes

Sponsoring Agency: California State Dept. of Education, Sacramento.

ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Grant from the California Department of Education distributed to the American Institutes for Research and to Johns Hopkins University.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects High Schools.  |  Middle Schools.  |  Reading Improvement.  |  Reading Programs.  |  Reading Research.  |  Reading Strategies.  |  Resource Allocation.  |  School Culture.  |  Student Needs.  |  Sustained Silent Reading.  |  Writing across the Curriculum.  |  Reading Management  |  California Instructional Support Organizational Research
Form/genre Reports, Research.  |  Speeches/Meeting Papers.
Other authors/contributors Amoa, Marian, author  |  Meyers, Tiffany, author  |  American Institutes for Research, Washington, DC
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