A survey of assessment and instructional approaches to literacy education in middle schools was distributed to coordinators of reading programs in schools state-wide in Illinois to determine the alignment between existing schools’ literacy program organization and new directions mandated by researchers for instruction for young adolescents. This exploratory study used questions and statements on time commitments, focused reading approaches, forms of assessment and evaluation of reading achievement, mentoring of struggling readers, and the types of extracurricular reading opportunities for middle-level students. Results indicated unbalanced emphases in literacy development. Implications for teacher education and school reorganization are discussed.
"Instructional Approaches in Middle-Level Reading Programs: A State-Wide Profile of Focus and Support,"
Mid-Western Educational Researcher: Vol. 22:
2, Article 2.
Available at: https://scholarworks.bgsu.edu/mwer/vol22/iss2/2