دورية أكاديمية
A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities
| العنوان: | A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities |
|---|---|
| اللغة: | English |
| المؤلفون: | David E. Houchins, Richard G. Lambert, Christopher Henrich, Joseph Calvin Gagnon (ORCID |
| المصدر: | Behavioral Disorders. 2024 49(3):160-172. |
| الإتاحة: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A080006 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| الواصفات: | Delinquency, Institutionalized Persons, Correctional Institutions, Literacy Education, Reading Skills, Language Skills, Intelligence Quotient, Students with Disabilities, Age Differences, Instructional Program Divisions, Language Arts, Multi Tiered Systems of Support, Reading Instruction, At Risk Students, Adolescents |
| معرفات التقييم و الدراسة: | Woodcock Johnson Tests of Achievement, Test of Word Reading Efficiency, Peabody Picture Vocabulary Test, Wechsler Abbreviated Scale of Intelligence |
| DOI: | 10.1177/01987429231225633 |
| تدمد: | 0198-7429 2163-5307 |
| مستخلص: | A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 in the southeastern United States, we identified three distinct classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1421263 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0198-7429 2163-5307 |
|---|---|
| DOI: | 10.1177/01987429231225633 |