Reading intervention in middle schools: Challenges and suggested approaches

Abstract

AbstractMiddle schools implementing a multi-tiered system of supports will provide adolescents with or at risk for reading difficulties supplemental, small-group reading intervention classes. Although numerous studies have established that peer collaboration, blended learning, differentiation, and sufficient time for instruction are effective practices for improving reading outcomes among middle school intervention students, educators still experience challenges to implementing these recommended approaches. This article offers research-based guidance intended to support the provision of literacy interventions that can meet middle school students’ academic and developmental needs. After summarizing several challenges that were identified during a semester-long study of implementing a supplemental reading intervention class for Grade 7 students, guidance and tools or examples are provided for achieving a more successful implementation of each practice and promoting learning that is active, purposeful, relevant, and democratic.Keywords: Blended learningdifferentiationinstructional timeliteracy interventionmiddle schoolpeer collaboration Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant [#R324A220269] to the University of Tennessee. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.Notes on contributorsDeborah K. ReedDeborah K. Reed, PhD, is a Professor and the Director of the Tennessee Reading Research Center at the University of Tennessee, Knoxville. Email: dreed20@utk.edu.