Teachers' perspectives on the structure of reading intervention classes in secondary schools: A meta-synthesis of qualitative research

Abstract

It is important to understand how teachers enact and experience literacy instruction across educational contexts. 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 the interconnected infrastructure of curriculum, professional development, and leadership impacts educators' experiences, and that educators typically have limited voice in the structural decisions made beyond the classroom that impact them. Findings highlight the need to examine how systems and structures interact with sociocultural factors to impact educators' experiences in their classrooms with implications for theory, research, policy, and practice.