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A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools

by Katherine K. Frankel, Maneka Deanna Brooks & Julie E. Learned - 2021

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Cite This Article as: Teachers College Record Volume 123 Number 8, 2021, p. -
https://www.tcrecord.org ID Number: 23773, Date Accessed: 10/17/2021 8:10:40 AM
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About the Author
  • Katherine K. Frankel
    Boston University
    E-mail Author
    KATHERINE K. FRANKEL, Ph.D., is an assistant professor of literacy education at Boston University's Wheelock College of Education and Human Development. In her research, Dr. Frankel employs critical sociocultural perspectives to examine literacy teaching and learning in secondary classrooms, one-on-one tutoring spaces, and other literacy instruction and intervention contexts. She focuses on understanding adolescents’ multiple literacies and identities as they are enacted across space and time, and how literacy learning opportunities in and beyond schools might be expanded and transformed in collaboration with youth, their teachers, and other educational stakeholders. Her research has been published in Journal of Literacy Research, Research in the Teaching of English, and other journals.
  • Maneka Deanna Brooks
    Texas State University
    E-mail Author
    MANEKA DEANNA BROOKS, Ph.D., is an associate professor of reading education at Texas State University. Dr. Brooks’s publications span the topics of bilingualism, adolescent literacy instruction, language proficiency and assessment, and course placement. Across these topics, her research agenda centers on everyday educational practices that impact the educational trajectories of bilingual adolescents. Her research with adolescents who are considered to be long-term English learners (LTELs) is emblematic of this focus. It underscores how their English literacy abilities demonstrate both a multifaceted knowledge of English and their histories of literacy instruction. Moreover, it illustrates how ideologies about language proficiency and race work in concert with students’ experiences of literacy instruction and English language proficiency assessments to mask these adolescents’ English language expertise. She recently published a book titled: Transforming literacy education for long-term English learners: Recognizing brilliance in the undervalued (Routledge/Taylor & Francis)..
  • Julie E. Learned
    University at Albany, State University of New York
    E-mail Author
    JULIE E. LEARNED, Ph.D., is an associate professor in the department of educational theory and practice at the University at Albany, State University of New York. Dr. Learned researches adolescent literacy. By examining how secondary schools position readers and writers and how young people experience, resist, and help construct school contexts, she investigates issues of equity in literacy education. She has recent publications in Teachers College Record and Journal of Literacy Research.
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