Learned, J., Frankel, K, & Brooks, M. (2022). Disrupting Secondary Reading Intervention: A Review of Qualitative Research and a Call to Action. Journal of Adolescent & Adult Literacy, 65(6), 507-517. https://ila.onlinelibrary.wiley.com/doi/10.1002/jaal.1234
Researchers “used an academic resilience framework to explore how adolescents from low socioeconomic status (SES) backgrounds overcame adversity and achieved high levels of reading proficiency. Our main aim was to investigate whether digital reading practices and reading engagement (reading motivation and metacognitive strategies) could act as protective factors, individually and collectively, promoting academic resilience among students with low SES. Digital reading was related to reading motivation, and then to better awareness of metacognitive strategies, which in turn was shown to be linked to increased reading achievement for all students.
Jang, E., Seo, Y., & Brutt-Griffler, J. (2022). Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement. Reading Research Quarterly.
Noticing that most scholarly efforts to examine the efficacy of reading intervention (RI) programs reviewed quantitative analyses of changes in reading tests, investigators reviewed 20 years of research, specifically examining two key facets of RI: placement and curriculum. What they discovered was a perpetuating cycle of instruction that keeps students trapped in intervention programs.