ERIC Number: ED461853
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Academic and Vocational Teachers Can Improve the Reading Achievement of Male Career-Bound Students. High Schools That Work Research Brief.
Forget, Mark; Bottoms, Gene
The disparity between male and female career-bound students' abilities to read, comprehend, and use written information is a problem for high schools and their feeder middle grades. A primary reason for the difference is that teachers and administrators expect too little of male students. Educators need to recognize the importance of communication in the workplace and further study and take steps to raise all students' reading skills. This research brief seeks to answer three basic questions: (1) How well do male career-bound students at "High Schools That Work" (HSTW) read? (2) Which school and classroom experiences are associated with improving the reading achievement of male students? and (3) How can middle grades teachers and high school teachers improve students' reading skills and academic and technical achievement? The brief first presents the 1998 HSTW data on male students' reading achievement. It then outlines some factors associated with higher reading achievement and enumerates some strategies for improving students' reading achievement. The brief states that all teachers can use the 3-part PAR (Preparation, Assistance, and Reflection) lesson framework to engage students in reading. It also provides an example of using PAR to increase reading skills in a career/technical course and describes several reading-to-learn instructional strategies. The brief advocates providing staff development to improve reading instruction in content areas. (NKA)
Descriptors: Content Area Reading, High Schools, Males, Middle Schools, Reading Achievement, Reading Skills, Reading Strategies, Student Needs, Teacher Role
Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318 ($2 plus $2.50 handling fee). Tel: 404-875-9211; Web site: http://www.sreb.org/programs/hstw/publications/pubindex.asp.
Publication Type: Guides - Non-Classroom; Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Southern Regional Education Board, Atlanta, GA.