A descriptive study of reading strategies for secondary education in Minnesota public schools

Abstract

Literacy is a growing concern for students in secondary education. With the demands placed on educators to meet the standards of No Child Left Behind (NCLB), it is important to have adequate researched-based interventions for students from elementary school and beyond. The researcher designed a survey to evaluate literacy programs/interventions used in Minnesota public schools. The survey was sent out to 300 educators in Minnesota: reading and special education teachers, school psychologists and counselors. Fifty surveys were returned and 49 were used for data analysis, which resulted in a 16 percent return rate. The respondents were asked a variety of questions related to reading interventions/programs available for at-risk readers in their districts. The results suggested that the majority of students in Minnesota struggle in the area of reading comprehension. Educators in Minnesota are predominately using state-wide district assessments to monitor the student's progress during the intervention process. Tutoring and other interventions are being used by Minnesota educators. Districts appear to support the need for effective reading interventions. The study provides a snapshot of what is happening in Minnesota schools. Therefore, further research can be done on the effectiveness of individual interventions to meet the needs of these at-risk readers at the secondary level.