Reading Intervention Teachers' Practices and Perspectives: A Meta-Synthesis of Qualitative Research

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Modeling and Analyzing Teacher Practices and Perspectives in Teacher Education (Table 9)

Abstract

Recently there have been multiple quantitative syntheses of studies of reading intervention classes in secondary schools but few efforts to synthesize qualitative research. This qualitative meta-synthesis offers new insights about these classes, with a focus on teachers’ practices and perspectives. Through analyses grounded in sociocultural theories of literacy, we document how teachers navigated the structural contexts of reading intervention and how these contexts interacted with their varied beliefs about literacy and their students’ literacy needs. These contexts and beliefs in turn informed teachers’ instructional approach and influenced their relationships with students. These findings indicate a need for more robust syntheses of research across methodologies to better understand both the affordances and limitations of reading intervention classes for adolescents.

Authors

• Katherine K. Frankel, Boston University
  Presenting Author

• Maneka Deanna Brooks, Texas State University
  Presenting Author

• Julie E. Learned, University at Albany - SUNY
  Presenting Author