A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities

Author:

Houchins David E.1,Lambert Richard G.2,Henrich Christopher3,Gagnon Joseph Calvin4ORCID

Affiliation:

1. Georgia State University, Atlanta, USA

2. The University of North Carolina-Charlotte, USA

3. The University of Alabama-Birmingham, USA

4. University of Helsinki, Finland

Abstract

A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 in the southeastern United States, we identified three distinct classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided.

Funder

Institute of Education Sciences

Publisher

SAGE Publications

Reference71 articles.

1. Agus-Kleinman J., Salomon N., Weber J. (2019). On track: How well are states preparing youth in the juvenile justice system for employment? The Council of State Governments Justice Center. https://csgjusticecenter.org/publications/on-track-how-well-are-states-preparing-youth-in-the-juvenile-justice-system-for-employment/

2. Bailey T. R., Colpo A., Foley A. (2020). Assessment practices within a multitiered system of supports (Document No. IC-18). The Collaboration for Effective Educator Development, Accountability, and Reform Center. https://ceedar.education.ufl.edu/wp-content/uploads/2020/12/Assessment-Practices-within-a-multi-tiered-system-of-supports-1.pdf

3. Baker S. K., Fien F., Nelson N. J., Petscher Y., Sayko S., Turtura J. (2017). Learning to read: “The simple view of reading.” U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. http://improvingliteracy.org

4. Balu R., Zhu P., Doolittle F., Schiller E., Jenkins J., Gersten R. M. (2015). Evaluation of response to intervention practices for elementary school reading (NCEE 2016-4000). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://www.mdrc.org/sites/default/files/RtI_2015_Full_Report_Rev_21064000.pdf.pdf

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