More than a Reading Intervention: Teachers Working Together to Improve the Reading Achievement of Students from Culturally and Linguistically Diverse Backgrounds

More than a Reading Intervention: Teachers Working Together to Improve the Reading Achievement of Students from Culturally and Linguistically Diverse Backgrounds

A diverse, Midwestern, high-poverty urban school district, under the guidance of a university reading professor with expertise in research-based instruction and reading intervention, began a professional-development initiative that resulted in improved reading achievement for its students. This arti...

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Bibliographic Details
Published in:Multiple voices for ethnically diverse exceptional learners Vol. 10; no. 1-2; pp. 125 - 146
Main Authors: Nielsen, Diane Corcoran, Winter, Laurie Leiker, Keetle, Susan, Jackson, Clarissa
Format: Journal Article
Language:English
Published: Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children 01-12-2007
Subjects:
Achievement Gap
African American Students
Beginning Reading
Emergent Literacy
English (Second Language)
Faculty Development
Hispanic American Students
Intervention
Minority Group Children
Poverty
Program Effectiveness
Reading Achievement
Reading Comprehension
Reading Instruction
Special Education
Student Diversity
Teaching Methods
Urban Schools
White Students
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Summary:A diverse, Midwestern, high-poverty urban school district, under the guidance of a university reading professor with expertise in research-based instruction and reading intervention, began a professional-development initiative that resulted in improved reading achievement for its students. This article presents the background, rationale, and components of the model of effective reading instruction used in this initiative, Building Beginning Readers, and focuses on the reading achievement at one school over the course of 8 years. The gap between the achievement of students from culturally and linguistically diverse backgrounds and their White peers narrowed considerably, and the percentage of children identified for special education decreased from 18% to 8%. (Contains 4 tables and 1 figure.)
ISSN:1547-1888
DOI:10.56829/muvo.10.1-2.3hh23010481t6787