Reading Practices in the Juvenile Correctional Facility Setting: Incarcerated Adolescents Speak Out

Wexler, Jade; Reed, Deborah K.; Sturges, Keith

doi:10.1080/09362835.2014.986602

Cited by 7 publications

(12 citation statements)

References 37 publications

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“…They also believed the main idea strategy helped them break down information so that they could understand the content. These results align with results from a recently conducted synthesis on peer-mediated interventions for adolescent struggling readers outside of juvenile justice facilities (Wexler, Reed, Pyle, et al, 2015) and a recently conducted qualitative study that explored the perceptions and provision of research-based reading instruction in juvenile justice facilities (Wexler, Reed, & Sturges, 2015).…”

Section: Social Validitysupporting

confidence: 83%

“…Although being able to generate a succinct main idea statement about an expository text passage is an expectation for all secondary-level students, explicit instruction in this skill for secondary-level students is often lacking (Swanson et al, 2016). In fact, in a previously conducted exploratory study in a juvenile justice facility (Wexler, Reed, & Sturges, 2015), in response to a question about the social validity of the intervention a student remarked to us, “They always tell us to get the main idea but no one ever shows us—how do you [actually] get the main idea?” Given that motivating youth in the juvenile justice system is a particular challenge, the peer-mediated main idea intervention was intended to be engaging by capitalizing on features of effective instruction such as modeling, to provide explicit instruction, and increasing feedback opportunities for students. Furthermore, evidence exists that peer-mediated instruction for students with and at risk for EBD is promising (Ryan, Reid, & Epstein, 2004; Staubitz et al, 2005; Tournaki & Criscitiello, 2003), and researchers recently emphasized the need for evaluating interventions that lead to positive outcomes on comprehension (Griffith et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…academic ability could be taken into account when grouping students, facilities typically do not have historical data on students. Many students only sporadically attended school prior to commitment, and data or records from the students' home districts are often delayed in reaching the facility or nonexistent (Wexler, Reed, & Sturges, 2015). These issues place strong demands on teachers to differentiate instruction or provide instruction that capitalizes on this heterogeneity, such as peer-mediated interventions.…”

mentioning

confidence: 99%

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The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders’ Main Idea Statements About Informational Text

Wexler

Reed

Barton

et al. 2017

Behavioral Disorders

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There are a significant number of students with disabilities in the juvenile justice system (Quinn, Rutherford, Leone, Osher, & Poirier, 2005). Researchers have found emotional and behavioral disorders (EBD) to be the most commonly reported disability among these youth (Gagnon, Barber, VanLoan, & Leone, 2009). Nationally, approximately 33% of youth in the juvenile justice system are students with disabilities; of those, 47% are students with an EBD and 39% are students with learning disabilities (Quinn, Poirier, & Garfinkel, 2005). These students typically have reading abilities that are years behind their nonincarcerated peers (Krezmien, Mulcahy, & Leone, 2008). Low academic achievement, especially in reading, of youth in the juvenile justice system with and at risk for EBD is of particular concern (Mattison, 2008; Nelson, Benner, Lane, & Smith, 2004) because reading difficulties are associated with misbehavior and can lead to further negative outcomes such as recidivism (Zamora, 2005). To provide a context for implementing evidence-based practices (EBPs) for youth in the juvenile justice system with EBD, we describe (a) challenges inherent in juvenile justice facilities related to providing instruction and conducting research and (b) the needs of adolescents with and at risk for EBD who struggle with reading regardless of their instructional setting. Instructional and Research Challenges in Juvenile Justice Facilities Service providers typically encounter a number of challenges when trying to implement systematic instruction and services in juvenile justice facilities (Houchins, Puckett-Patterson, Crosby, Shippen, & Jolivette, 2009). First, educators face the daunting task of teaching students placed in classes based on their level or type of crime rather than academic ability or individual needs (Krezmien & Mulcahy, 2008). Youth in the juvenile justice facilities are typically grouped into living units based on security issues. They stay with these intact groups throughout the day-including school time (Houchins et al., 2009; Krezmien & Mulcahy, 2008). Thus, classes often consist of students from different grade levels with a range of academic needs. Even if 703359B HDXXX10.

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Section: Social Validitysupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders’ Main Idea Statements About Informational Text

Wexler

Reed

Barton

et al. 2017

Behavioral Disorders

Self Cite

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“…Furthermore, juvenile offenders were included in acknowledgment that the students only differ by the setting in which they are being taught. That is, juvenile offenders move between public and correctional schools and experience the same challenges with reading and academic achievement (Wexler, Reed, & Sturges, 2015).…”

Section: Methodsmentioning

confidence: 99%

The Effects of an Inference-Making Strategy Taught With and Without Goal Setting

Reed

Lynn

2015

Learning Disability Quarterly

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After the development of basic decoding and fluency skills, continued progress in reading comprehension relies on the ability to make inferences that connect information across the text and with background knowledge or that fill gaps that would otherwise erode the coherence of the text (Cain, Oakhill, Barnes, & Bryant, 2001; van den Broek, 1997). In fact, a study of inference making found it uniquely predicted reading comprehension in 10-and 11-year-olds even after controlling for verbal intelligence, vocabulary, and story structure knowledge (Oakhill & Cain, 2012). Given the need for a threshold level of basic skills and vocabulary knowledge, researchers generally seem to agree that inference making is best taught in the middle grades (cf., L. Baker, 2002). This is also a time when the passages students read become longer and more complex-a circumstance more likely to enable the formulation of inferences with greater specificity and wider variety (Gygax, Garnham, & Oakhill, 2004; van den Broek, 1997). The increased expectation for inference making is reflected in the progression of text and question types on the National Assessment of Educational Progress (NAEP) Reading Framework (National Assessment Governing Board & U.S. Department of Education, 2012). Across the tested grades 4, 8, and 12, the NAEP texts become longer, include more sophisticated elements of various genres, and are assessed with items targeting interpretation and evaluation more so than recall. In addition, students are required to answer more short (i.e., requiring 1-2 sentences) or extended (i.e., requiring 1-2 paragraphs) constructed response items in addition to multiple-choice items. Unfortunately, students with reading disabilities are likely to struggle with inference making and, subsequently, demonstrate difficulties with reading comprehension (Kendeou, van den Broek, Helder, & Karlsson, 2014). This is because inference ability is multifaceted and requires the orchestration of skills that pose problems for those with disabilities. To infer information, the reader must possess sufficient background knowledge of the words and concepts in the text, efficiently allocate attentional resources to relevant information, hold information from earlier parts of the text in memory to be integrated with later information, and monitor comprehension to detect and resolve inconsistencies as they arise (cf., Kendeou et al., 2014; Kispal, 2008). In addition, readers need to make local inferences within and across sentences of a single paragraph as well as global inferences across an entire text (Graesser, Singer, & Trabasso, 1994; Gygax et al., 2004). Research with middle-grade students 615557L DQXXX10.

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“…Esta categoria apresenta as estratégias educacionais e os programas de intervenção que tem sido oferecidos aos adolescentes durante as suas internações no sistema de justiça juvenil sem privação de liberdade, dentro de escolas públicas (Seabra & Oliveira, 2017;Smokowski et al, 2017), e com privação de liberdade, dentro de escolas nas instituições de justiça juvenil (Lopez, Williams, & Newsom, 2015;Panosky & Shelton, 2015;Reed & Wexler, 2014;Schaeffer et al, 2014;Smeets, 2014;Steele, Bozick, & Davis, 2016;Wexler, Reed, & Sturges, 2015;Wexler, Pyle, Flower, Williams, & Cole, 2014;Vitale & Travnik, 2014).…”

Section: Intervenções E Trajetórias Escolares Durante O Conflito Com a Leiunclassified

Trajetórias Escolares de Adolescentes em Conflito com a Lei: Revisão da Literatura

Machado

Zappe

Dias

2021

Psipesq

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Este estudo investigou as trajetórias escolares de adolescentes em conflito com a lei antes, durante e depois da intervenção do sistema de justiça juvenil. Realizou-se uma revisão sistemática de literatura, considerando artigos publicados nas bases Eric, Lilacs, Pepsic, PsycInfo e Scielo no período de 2013 a 2018. Os estudos evidenciaram que a trajetória escolar dos adolescentes que cometem atos infracionais é marcada por dificuldades de vinculação com a escola, repetência, defasagem idade/série, indisciplina e abandono escolar. Durante a intervenção do sistema de justiça juvenil, a escolarização e a profissionalização envolveram a oferta de atenção individualizada e investimento na relação entre educadores e adolescentes. Após a intervenção, os estudos demonstraram que adolescentes construíram projetos de vida relacionados à educação à profissionalização.

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Reading Practices in the Juvenile Correctional Facility Setting: Incarcerated Adolescents Speak Out

Cited by 7 publications

References 37 publications

The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders’ Main Idea Statements About Informational Text

The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders’ Main Idea Statements About Informational Text

The Effects of an Inference-Making Strategy Taught With and Without Goal Setting

Trajetórias Escolares de Adolescentes em Conflito com a Lei: Revisão da Literatura

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