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Teacher-Reported Use of Reading Instructional Approaches in Midwestern Juvenile Correctional Facilities

NCJ Number
Journal of Correctional Education Volume: 65 Issue: 1 Dated: January 2014 Pages: 27-49
Min-Chi Yan; Kimber L. Wilkerson
Date Published
January 2014
23 pages
This study identifies the reading instructional approaches used regularly by educators in juvenile correctional facilities (JCF).
Students who are incarcerated in juvenile correctional facilities (JCF) often struggle with reading proficiency. Nevertheless, limited research addresses the academic needs of these vulnerable learners with reading deficits. The primary purpose of this study is to identify the reading instructional approaches used regularly by educators in JCF. The survey study was conducted to collect data from teacher participants in the Midwest. A 36.6 percent response rate was reached. According to responding teachers, an average of 74.0 percent of their students read below grade level, and 50.0 percent of these confined youth receive special education services. Findings show that the majority of teachers use supplemental reading instruction or computer programs to meet the needs of their students. Specifically, a majority of teachers use Corrective Reading and focus primarily on comprehension and vocabulary development. Issues related to the needs of teachers and confined students, as well as the characteristics of reading classes and reading instruction in JCF, are discussed. Implications for future research and practice are also described. (Published Abstract)