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ERIC Number: EJ880664
Record Type: Journal
Publication Date: 2010
Pages: 24
Abstractor: As Provided
Reference Count: 101
ISBN: N/A
ISSN: ISSN-1057-3569
Reading and School Completion: Critical Connections and Matthew Effects
Reschly, Amy L.
Reading & Writing Quarterly, v26 n1 p67-90 2010
This article argues that reading interventions are a key dropout prevention strategy. A review of the literature connects reading skills and interventions with events such as grade retention, placement in special education, and high school dropout. In general, data indicate that intensive early interventions positively affect students' reading skills, resulting in lower rates of grade retention, reduced incidence of placement in special education, and higher rates of high school completion. Difficulties with reading may interfere with students' motivation and engagement at school and with learning. The article presents an integrated model describing spiraling, or Matthew, effects across reading competence, student engagement and motivation, and eventual high school completion or dropout. Finally, it describes a student engagement intervention, Check & Connect, along with a rationale for combining student engagement and early reading interventions to promote school completion among youth. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Preschool Education; Primary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A