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

Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading. A multiple-baseline-across-participants single-case research design was used to examine the relationship between a supplemental peer-mediated reading intervention and juvenile offe...

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Published in:Behavioral Disorders Vol. 43; no. 2; pp. 290 - 302
Main Authors: Wexler, Jade, Reed, Deborah K., Barton, Erin E., Mitchell, Marisa, Clancy, Erin
Format: research tables/charts Journal Article
Published: Sage Publications Inc. Feb2018
Online Access:View this record in EBSCOhost
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      dt: Feb2018
      vid: 43
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      pub: Sage Publications Inc.
      place: Thousand Oaks, California
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        atl: The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders’ Main Idea Statements About Informational Text.
      aug:
        au:
          Wexler, Jade
          Reed, Deborah K.
          Barton, Erin E.
          Mitchell, Marisa
          Clancy, Erin
        affil: University of Maryland, College Park, USA
      sug:
        subj:
          Peer Group
          Reading
          Skill Acquisition
          Juvenile Offenders Psychosocial Factors
          Treatment Outcomes
          Human
          Male
          Female
          Adolescence
          Adolescent: 13-18 years
          Male
          Female
      ab: Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading. A multiple-baseline-across-participants single-case research design was used to examine the relationship between a supplemental peer-mediated reading intervention and juvenile offenders’ generation of main idea statements about informational text, which we used as an indicator of reading comprehension. Overall, students demonstrated considerable variability across conditions, which may have been related to contextual factors in the juvenile justice facility. Visual analysis of the results suggested a moderately positive, although variable, impact on students’ generation of main ideas. Implementing rigorously designed research in juvenile justice facilities remains challenging. We discuss implications for providing supplemental reading intervention for struggling readers within these settings.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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