Literacy Standards in Juvenile Justice Education

A research study that included two distinct parts was developed and implemented with the goal of identifying research-based promising and best practices in reading instruction within Florida s juvenile correctional facilities. The first part was an evaluative case study that described the functions of the Juvenile Justice Educational Enhancement Program (JJEEP). Part Two of the study utilized "meta-synthesis," a technique developed by the researcher to synthesize studies that addressed literacy instruction for adolescents at-risk, particularly those who were incarcerated. The analysis of the results of the meta-synthesis indicated that the substantive and pedagogical factors that influence the effectiveness of literacy instruction for adolescents at-risk include the mindful interaction among reader, text, teacher, and context as well as an emphasis on variety, engagement, relevance and resiliency. The overwhelming evidence produced by the meta-synthesis demands a strength-based approach to literacy instruction that recognizes and respects the often hidden abilities of at risk, incarcerated students.

Autorentext

Dr. Anne Chatfield earned a Bachelor''s degree in English, a Master''s degree in Reading Education, and a Ph.D. in Reading/Language Arts, all at the University of South Florida in Tampa, Florida, USA. She has been an educator, serving as a teacher and a district-level administrator, for twenty-two years in Hillsborough County, Florida.