Supporting struggling readers: an exploration of best practices in high school classrooms in a large Northeastern school district

Abstract

A mixed methods approach was used to identify teaching practices and their use by high school teachers in a large Northeastern school district with an Explanatory Sequential Design. A review of the literature revealed best practices in three strands: Programming, Teaching Strategies, and Personnel. This led to the selection of 22 best practices to embed in a survey to teachers and then longer, face-to-face interviews. When conducting research, an online survey first gathered general information about teacher experience, role, and use of identified teaching practices. Then, three teachers were interviewed using a semi-structured interview script to determine how the strategies were used and specific implementation of literacy practices in the classroom. The researcher found strategies currently implemented in the district of study, and other strategies were uncovered through participant suggestions. Conclusions include the need for more frequent, targeted, opportunities for professional development on teaching literacy across all subjects, a need for increased coaching with experienced personnel, and a need to address the social and emotional needs of learners both as a result of the COVID-19 Pandemic and the need for literacy support. --Author's abstract