ERIC Number: EJ1382182
Record Type: Journal
Publication Date: 2023-Jun
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0192-6365
EISSN: EISSN-1930-1405
Available Date: N/A
Secondary Administrators' Perspectives of Literacy Interventions within a Multitiered System of Support
Venghaus, Julia; Pilgrim, Jodi; Morton, Brenda; Rex, Camille
NASSP Bulletin, v107 n2 p156-177 Jun 2023
Response to intervention (RtI) is a multitiered system of support framework that focuses on best practices for intervention. Because many secondary students exhibit weak literacy skills, the focus of this study is reading interventions. This qualitative study examines administrators' perspectives of implementing literacy interventions within a multitiered system of support, such as RTI, at secondary schools in Southeast Texas. Three primary themes emerged from the research. The first primary theme, time, represents difficulties administrators expressed with finding the time in the school day to schedule interventions that work with the constraints of secondary school requirements. The second primary theme, staffing, reflected the recognition that secondary schools, which typically include teachers with content specialties, do not necessarily have personnel trained to implement literacy interventions. The final primary theme, training, acknowledges the role of disciplinary literacy and ways professional development could support implementation of reading interventions to secondary students all while focusing on the campus vision.
Descriptors: Secondary Schools, Response to Intervention, Administrator Attitudes, Multi Tiered Systems of Support, Principals, Assistant Principals, Barriers, Teacher Education, Program Implementation, Reading Programs, Reading Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A
Author Affiliations: N/A