Peer reviewed
Download full textERIC Number: EJ1110857
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2374-7404
EISSN: N/A
Challenges Inherent in the Design and Implementation of After-School Intervention Programs for Middle Grade Underachieving Readers
Velten, Justin; Mokhtari, Kouider
Texas Journal of Literacy Education, v4 n1 p14-20 Sum 2016
In this brief report, we share three challenges we encountered when designing and implementing an after school intervention program for an ethnically diverse group of middle grade underachieving readers. We also offer practical solutions to help guide middle school teams in anticipating and addressing potential problems when putting in place literacy interventions in after school settings.
Descriptors: Barriers, After School Programs, Intervention, Student Diversity, Middle School Students, Underachievement, Reading Achievement, Literacy Education, Educational Quality, Program Implementation, Fidelity, Teacher Competencies, Program Effectiveness, Vocabulary Development
Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
