ERIC Number: EJ719836
Record Type: Journal
Publication Date: 2005
Reference Count: 18
The Scaling of Reading Interventions: Building Multilevel Insight
Sloane, Finbarr C.
Reading Research Quarterly, v40 n3 p361-366 Jul-Sep 2005
In this article, the author describes some of the possible components needed to develop multilevel theory that support the scaling of reading interventions. Scaling can be defined in a number of ways: depth, sustainability, spread, and shift (see Coburn, 2003). The author treats "scaling" in this paper as it has been traditionally defined--to increase the number and types of sites in which the intervention is being studied. The elements of multilevel theory examined include the what, the how, the where, and the when of such studies. The list is not exhaustive, but it points to the need for such theoretical development. Reading research is multilevel by nature because of the naturally occurring nesting in reading data. Few, if any, researchers explicitly leverage this multilevel structure to support theoretical developments in the study of reading interventions. Currently, the multilevel structure of reading data is either ignored or is utilized to reduce bias and better estimate our statistical models. The time is now ripe for the development of more sophisticated theory as reading interventions at scales never seen before begin implementation.
Descriptors: Foreign Countries, Scaling, Reading Research, Reading Comprehension, Justice, Reading Instruction, Educational Theories, Reading Motivation, Data Analysis
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand