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NCJ Number: 141324 Add to Shopping cart Find in a Library
Title: Reduced Recidivism and Increased Employment Opportunity Through Research-Based Reading Instruction
Author(s): M S Brunner
Corporate Author: Office of Juvenile Justice and Delinquency Prevention
US Dept of Justice
United States of America
Date Published: 1993
Page Count: 73
Sponsoring Agency: Juvenile Justice Clearinghouse/NCJRS
Rockville, MD 20849
National Institute of Justice (NIJ)
Washington, DC 20531
National Institute of Justice/
Rockville, MD 20849
NCJRS Photocopy Services
Rockville, MD 20849-6000
Office of Juvenile Justice and Delinquency Prevention
Washington, DC 20531
US Dept of Justice NIJ Pub
Washington, DC 20531
Grant Number: 90-IJ-CX-0042
Sale Source: National Institute of Justice/
NCJRS paper reproduction
Box 6000, Dept F
Rockville, MD 20849
United States of America

NCJRS Photocopy Services
Box 6000
Rockville, MD 20849-6000
United States of America

Juvenile Justice Clearinghouse/NCJRS
P.O. Box 6000
Rockville, MD 20849
United States of America
Document: PDF
Type: Report (Study/Research)
Language: English
Country: United States of America
Annotation: Based on a re-examination of the research literature and interviews with reading instructors who teach juvenile offenders in correctional institutions in five States, this study tested the hypothesis that research-based reading instruction can be used to reduce recidivism and increase employment opportunity for incarcerated juvenile offenders.
Abstract: The research found that reading failure is most likely a cause, not just a correlate, for the frustration that can and does result in delinquent behavior. An inordinately high percentage of juvenile wards are unable to decipher accurately and fluently and write legibly and grammatically what they can talk about and aurally comprehend; a high percentage of wards are diagnosed learning-disabled, with no evidence to indicate any neurological abnormalities. Handicapped readers are not receiving the type of instruction recommended by experimental research; and reading teachers, as a result of preservice reading methods courses, have been denied a working knowledge of the reading programs and methods of instruction that are most successful in preventing reading failure as well as meeting the needs of handicapped readers. So as to remove the barriers to improved reading instruction and allow the handicapped readers to become proficient readers in the shortest time possible, it will be necessary to provide reading teachers with the opportunity to acquire a knowledge of the alphabetic principles that govern English spelling and become confident in using instructional programs that incorporate intensive, systematic phonics methods. Inservice training must come from private-sector literacy providers, because departments, schools, and colleges of education have not provided this type of instruction. a 38-item annotated reference list
Main Term(s): Literacy education
Index Term(s): Juvenile delinquency factors; Juvenile Recidivism; Juveniles; Youth employment
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=141324

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