Two Decades of Teachers’ Perspectives on Secondary Reading Intervention: A Meta-Synthesis of Qualitative Research

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: From Transactive to Transformative: Elevating the Reading Practices of Adolescent Youth (Table 8)

Abstract

It is important to understand how literacy instruction is enacted across educational contexts and experienced by teachers. This qualitative meta-synthesis of 33 articles published between 2000 and 2022 reports on the perspectives of middle and high school educators who teach reading intervention classes. Findings indicate that educators’ experiences are impacted by the interconnected infrastructure of curriculum, professional development, and leadership, and that educators typically have limited voice in the high-level structural decisions that impact them. Findings highlight the need to examine the systems and structures that impact educators’ experiences in their classrooms with implications for theory, research, policy, and practice.

Authors

• Julie E. Learned, University at Albany - SUNY

• Katherine K. Frankel, Boston University

• Maneka Deanna Brooks, Portland State University